12. Where are we now?
Put a unique logo, nickname or symbol on
each of your post-its so you can recognize it.
Place a post-it on the rubric to indicate
where you think you are now for each
learning goal.
We will revisit this data wall at the end on
the seminar.
14. Types of Data
All DDDM processes depend upon high-quality
data. The perception of low data credibility is
one of the greatest threats to DDDM; doubts
about whether data actually reflect students’
knowledge or alignment with the curriculum have
an effect on whether educators will buy-in to the
process or make use of the data for decisions
(Ingram, Louis, & Schroeder, 2004).
15. What sources of data do we use in
education?
Type http://padlet.com/wall/typesofdata
into the address bar on your browser.
Working in groups of 2-3,brainstorm the
sources of data that we use in education.
Please keep each source as a separate
post.
26. Developing
the
school
culture
• More
and
more
data
is
available
to
schools
• The
intelligent
use
of
data
affects
all
professionals
involved
in
educa3on
• We
cannot
go
back
to
the
days
when
decisions
were
made
on
hunches.
http://www.influx.com.br/blog/2012/02/28/o-que-
29. • Researchers
have
found
that
much
of
what
passes
as
«
evidence-‐based
»
decision
making
is
in
fact
based
on
our
own
beliefs
and
assump3ons….about
what
works
and
what
doesn’t.
30. Data
can
poten*ally
lead
to
overload
and
confusion
(Fullan
2006)
http://www.techweekeurope.co.uk/news/gartner-sees-2011-inflection-point-for-data-warehousing-21964
31. How
can
educa3onal
leaders
find
a
line
through
the
evidence
on
data
that
will
support
our
professional
prac3ce
and
help
us
take
advantage
of
the
poten3al
of
using
data?
32. What
is
data
culture?
“a
Data
culture
is
a
learning
environment
within
a
school
or
district
that
includes
a8tudes,
values,
goals,
norms
of
behaviour,
and
prac*ces,
accompanied
by
an
explicit
vision
for
data
use
by
leadership,
that
characterize
a
group’s
apprecia*on
for
the
importance
and
power
that
data
can
bring
to
the
decision-‐making
process.”
(Hamilton,
Halverson,
Jackdson,
Mandinach,
Supovits
and
Wayman,
2009)
33. What
is
Data
Literacy?
• The
ability
to
ask
and
answer
ques3ons
about
collec3ng,
analyzing,
and
making
sense
of
data
• We
need
data
literacy
as
a
characteris3c
of
a
data-‐driven
school
culture
35. • In
today’s
“knowledge
society”
evidence,
data
and
informa*on
have
become
a
cri*cal
elements
in
decision
making.
(Earl
and
Katz
2006)
• Professional
Accountability
• Should
not
be
viewed
as
a
judgment,
but
as
a
tool
educators
can
use
to
understand
the
current
situa3on
and
devise
a
reasonable
course
of
ac3on.
36. Instruc3onal
prac3ce
• Using
data
is
an
insight
about
student
progress
and
is
a
logical
way
to
monitor
con3nuous
improvement
and
tailor
instruc3on
to
the
needs
of
each
student.
http://keepitsimplenow.com/2012/03/are-you-accountable-for-your-clutter/
37. School
effec3veness
• Effec3ve
use
of
data
is
one
of
the
big
key
factors
iden3fied
in
a
review
on
school
effec3veness
conducted
by
the
EQAO.
This
is
what
the
review
has
to
say:
– At
the
classroom
level,
in
effec3ve
schools,
teachers
monitor
student
progress
on
a
regular
basis
to
provide
both
differen3ated
learning
experiences
and
appropriate
support
to
meet
student
needs
– At
the
school
level,
effec3ve
leaders
ensure
that
both
outcome
and
process
data
are
made
available
for
use
by
school
staff
and
assessment
data
are
integral
to
monitoring
the
adainment
of
school
goals.
38. The
role
of
the
school
leaders
The
principal
plays
a
key
role
in:
✓ establishing
the
purpose
for
data
use
✓ Providing
3me
for
working
with
data
✓ Providing
opportuni3es
to
work
with
others
✓ Provides
access
to
experts
http://en.wikipedia.org/wiki/Principal_Skinner
39. Studies
show:
• Principals
who
are
most
successful
in
using
data
are
those
who
engage
their
school
staff
in
collabora3ve
decision
making
• Teachers
will
embrace
a
data
ini3a3ve
if
– it
is
well
implemented
– Relevant
to
the
learning
needs
of
students
– Useful
in
informing
teaching
prac3ce
40. Four
main
dimensions
of
successful
leadership
prac3ce
in
using
data
http://michellehslee.blogspot.ca/
41. 1. Providing
formal
and
informal
structures
to
support
data
use.
2. Focus
on
conversa3ons
and
instruc3onal
improvement.
3. Implement
data
purposefully
so
that:
a) Teachers
see
the
connec3ons
b) Professional
development
4. Make
3me
to:
a) Align
goals
b) Offer
professional
learning
42. Condi3ons
that
promote
effec3ve
data
use
in
schools
• Make
data
a
part
of
an
ongoing
cycle
of
instruc3onal
improvement
• Teach
students
to
examine
their
own
data
and
set
learning
goals
• Establish
a
clear
vision
for
school-‐wide
data
use
• Provide
supports
that
foster
a
data-‐driven
culture
• Develop
and
maintain
a
district-‐wide
data
system
http://www.pinterest.com/ginger_watkins/
assessment/
44.
Challenge
one:
Fear
and
Mistrust
of
Data
and
Evalua3on
Fear
of
what?
Data’s
capacity
to
reveal
strength
and
weakness,
failure
and
success.
“By
ignoring
data,
we
promote
inac*on
and
inefficiency.”(Schmoker
1999)
http://www.123rf.com/stock-photo/action.html
45. Challenge
two:
Building
a
Culture
of
Data
Use
• Develop
an
inquiry
habit
of
mind
• Become
data
literate
• Create
a
culture
of
inquiry
in
their
school
community
46. Challenge
Three:
Too
Much
Data
and
Too
Lidle
Time
• Sejng
aside
3me
for
data
use
• Building
a
culture
that
focuses
on
improvement
rather
than
blame
• Professional
development
and
support
http://www.gougeoninsurance.com/4-easy-steps-toeffective-staff-training/
48.
Rear-‐view
mirror
effect
(White
2009)
• Student
achievement
data
alone
are
not
sufficient
to
guide
decision
making
http://www.crystalgraphics.com/powerpictures/
Image.Search.Details.asp?product=cg1p5446219c
50. “Leaders
who
use
data
well
believe
that
schools
can
make
a
difference.
Their
model
of
educa*on
change
is
focused
on
changing
schools
to
help
ensure
beIer
services
and
beIer
learning
for
all
students.”
hIp://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAc*onBulle*n5.pdf
51. In
this
model,
inquiry
and
professional
learning
are
inseparable:
• The
cycle
begins
with
student
learning
needs:
“What
knowledge
and
skills
do
our
students
need?”
• Once
these
are
understood,
the
teacher
moves
to
an
explicit
ar3cula3on
of
the
rela3onship
between
current
teaching
prac3ce
and
the
student’s
learning
requirements:
“What
knowledge
and
skills
do
we
need
as
professionals
within
this
ini3a3ve?”
• A
course
for
professional
learning
is
charted
that
will
both
“deepen
professional
knowledge
and
translate
into
changes
in
prac3ce.”
• As
prac3ces
change
and
students
are
beder
served,
teachers
move
on
to
new
considera3ons
for
student
learning
needs
and
proceed
through
the
cycle
again
to
engage
students
in
new
learning
experiences.
• The
cycle
begins
again.
hIp://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAc*onBulle*n5.pdf
52.
53.
54.
55. 2 minute brainstormIn your experience,
what has been the focus, or inquiry question of some
PLC’s/collaborative inquiry/action research that you have
participated been?
www.todaysmeet.com/PQP
56. Secondary
SIPSA
Planning
Staff
Website:
• School
Improvement
Planning
tool
• Compass
for
Success
(cognos)
• Student
Repor3ng
area
–
various
reports
57.
58.
59.
60.
61. Elementary
School
Improvement
Planning
EQAO:
-‐ Breakdown
for
R,
L1,
L2,
etc.
to
compare
shins/trends
in
the
curve
demonstra3ng
movement
toward
L3
-‐ Self-‐iden3fied
FNMI
-‐ IEP
CASI:
principal
can
request
from
specific
grades/classes
Report
Card
Data
School
Climate
Survey
Class
Profiles
Data
from
Student
Voice
ini3a3ves
Info
from
SEF
visits
Progressive
discipline
log
Audit
trails,
data
walls,
PLC
minutes
and
progress
62. Class
–
Specific
Data
for
Teachers
My
Classroom
Data
(staff
website,
teaching,
assessment
&
evalua3on,
student
repor3ng)
Student
Success
Database
Grade
8
Transi3ons
Profile
Learning
Style
surveys
63.
64.
65. What conclusions could be made from this data?
What are possible factors that could have influenced this
data?
What other questions would you ask?
67. How
do
you
fund
a
PLC?
Schools
asked
to
set
aside
some
school
basic
budget
PLC’s
organized
and
coordinated
through
Ed
Centre
ini3a3ves
(NM’s)
SSI
–
9
secondary
schools,
ministry
funded
Teacher
Learning
and
Leadership
Program
–
1
secondary,
2
elementary,
ministry
funded
68. Policies
and
Regula3ons
Children’s
Law
Reform
Act
Educa3on
Act
Municipal
Freedom
of
Informa3on
and
Protec3on
of
Privacy
Act
Personal
Health
Informa3on
Protec3on
Act,
2004
Ontario
Student
Record
(OSR)
Guideline
2000
SCDSB
Policy
–
Management
of
Personal
Informa3on
2197
Board
APM
A1450
–
Management
of
Personal
Informa3on
–
Student
Board
APM
A7610
–
Ontario
Student
Record
69. Ac3vity
In groups, take your data and imagine you are about to
create your School Improvement Plan for Student
Achievement (SIPSA).
After a quick look through;
•
•
•
•
What areas may you focus on?
What focus may some of your PLC’s take?
What teachers would you invite to join in your PLC’s?
What class data would you gather or ask teachers to bring to the
PLC’s?
• Is there any data that doesn’t sit quite right? Perhaps an area that
requires more digging?
70. Data’s Role in Effective
Leadership
Five Core Leadership Capacities:
➢ using data
➢ goal setting
➢ aligning resources with priorities
➢ engaging in courageous conversations
➢ promoting collaborative learning
71. Using Data supports the other
Core Leadership Capacities
http://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoActionFall11.pdf
72. Using Data supports the other
Core Leadership Capacities
➢ Helps
set appropriate goals towards
measurable achievement
➢ A
quantifiable connection between
resources used and school board priorities
73. Using Data supports the other
Core Leadership Capacities
➢ Using
collaborative methods, a data
culture can ensure genuine, focused
learning is promoted
➢ Using
data allows for a factual foundation
for courageous conversation to achieve
goals
75. Using Data for Equity and
Inclusion
➢ Data
is used to support
equity and inclusion
● To improve literacy and teaching
practices
● To be informed of demographics
of school population and align
teaching and equity and
inclusion practices with these
demographics
http://www.inverhills.edu/CampusLife/
MulticulturalAffairs.aspx
77. Using Data Supporting the OLF
➢ An
effective leader uses data to improve
skills, knowledge and attitudes for each
domain of the OLF
78. Using Data Supporting the OLF
Setting
Directions
Thinks strategically
to build and
communication a
vision
Eg. Using credit
accumulation data to
improve student success
initiatives improving
graduation rates
Building
Relationships
and Developing
People
Demonstrates
commitment to
collaboration and shared
leadership for school and
board improvement
Eg. The practice of
action research for
topics related to
BIPSA
80. Using Data Supporting the OLF
Securing
Accountability
Knows and
understands a
range of evidence
to support,
monitor, evaluate
and improve
school
performance
Eg. Can analyze
EQAO data to see
trends and areas
for improvement
then implementing
school practices to
improve upon
these
90. Resources -
http://datafun.wikispaces.com
Education World: Decision-Making For School Leaders: Five Tips http://bit.ly/18odwhA
Ideas into Action - Using Data: Transforming Potential into Practice
- http://bit.ly/1eVQUuK
Ontario Leadership Framework. 2012.
http://iel.immix.ca/storage/6/1380680958/SCHOOLLEVEL_LEADERSHIP_%282%29.pdf
RAND Article - http://bit.ly/1bSLX89
