Essential Questions1. What does a principal candidate need to know about data to get hired?2. What is the current state of data-laden initiatives?3. What resources are available to help principals explore data?4. What tools or strategies can a principal use to help?5. What examples are available?
What should a PrincipalCandidate knowAbout DataToGetHired?
When hiring what are the most important skills you are looking for in a principal candidate?1. A deep awareness that relationships at every point on the continuum are the base from which we work.2. A great attitude, willingness, a smile and kindness.1. The genuine belief that "each child" can learn and succeed.2. A deep understanding of quality instruction, and the desire to do a little extra every day to serve each child.3. The use of formative and summative data to inform and differentiate instruction. Dr. Tim Yeomans, Superintendent
Wildwood’s Turnaround2 Years of NOT making AYPSchool of Improvement StatusSanctions The Role of Data? 35 Schools School of Distinction Washington Achievement Award
What is theCurrent StateofData-ladenInitiatives ?
Am I good enough? How do I grow? Distinguished ProficientSatisfactory BasicUnsatisfactory Unsatisfactory
Use of Student Growth Data“Student growth data must be a “substantial factor” in evaluating principals for a least three of the eight evaluation criteria.”• Criteria 3 – Planning with Data (3.4)• Criteria 5 – Improving Instruction (5.2)• Criteria 8 – Closing the Gap (8.3)
Achievement Index sbe.wa.gov Major Changes Student Growth Subgroup Focus
When we took our teacher questionnaires, student questionnaires, andtesting outcomes together, there was MUCH to talk about. ~ Rachel Johnson, 9th grade teacher
The Findings• Teachers in the group communicated a number of false assumptions about students’ literacy skills and reading preferences• Analysis of student data was useful in raising awareness of student literacy needs• Teachers changed perspectives and made initial changes in their practices
The beauty is the results were difficult to argue with. It didnt leave me in a position of having to highlight the disconnect; it was laid bare in the numbers and student quotations. Usingcollaborative inquiry was less threatening for all of us. And it was motivating too, in a way that it might not have been without the data. ~ Rachel Johnson, 9th grade teacher
Free ResourcesData Readiness AssessmentsLow & High Capacity Data UseReady-made Modules & Videos
Go VisualStoplight Highlightingto emphasize patterns
Data-Driven DialoguePhase 1: Predict Phase 2: Go Visual! – Bring – Use stoplight highlighting Experiences, Possibilities, to emphasize patterns in & Expectations to the data. surface.Phase 3: Observe Phase 4: Infer/ Question – Analyze Data. – Generate possible Explanations. – What are some of the – What inferences or patterns, trends or conclusions can be made? What surprises? questions do you have?