Data-Driven Elementary School Principals Dr. Scott McLeod University of Minnesota

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www.scottmcleod.net/mespa

www.scottmcleod.net/contact

www.schooltechleadership.org

www.dangerouslyirrelevant.org

9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes Data safety Data transparency Technology Alignment for results Good baseline data Measurable instructional goals

Data safety Data transparency

Technology Alignment for results

Statewide DDDM readiness study Teachers (n = 3,135 / 11,120?) (28%?) Principals (n = 791 / 1,770) (45%) Superintendents (n = 202 / 351) (58%) District technology coordinators (n = 139 / 351) (40%) 4,267 Minnesota educators Awesome!

Teachers (n = 3,135 / 11,120?) (28%?)

Principals (n = 791 / 1,770) (45%)

Superintendents (n = 202 / 351) (58%)

District technology coordinators (n = 139 / 351) (40%)

4,267 Minnesota educators

Awesome!

Elementary principals by gender, race / ethnicity 95% White

Elementary principals by urbanicity

All respondents by AYP status

9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes Data safety Data transparency Technology Alignment for results Good baseline data Measurable instructional goals

Data safety Data transparency

Technology Alignment for results

I receive state assessment results each year [teachers]

Teachers receive other yearly assessment results each year

Teachers collaborate to create and use common periodic assessments for student progress monitoring

Teachers use other (not teacher-created) periodic assessments for student progress monitoring

Timeliness and utility of yearly / formative data

Timeliness and utility of yearly / formative data

Timeliness and utility of yearly / formative data

Timeliness and utility of yearly / formative data

Measurable instructional goals

Teacher teams (PLCs) that meet regularly

Making instructional changes

Data access and transparency

Data safety

Technology

Alignment for results

Leadership and support

Professional development

Beliefs

Let’s sum up State test data aren’t very useful Teacher feel less positively about school and district DDDM activity than do their administrators Significant percentages of teachers are not intersecting with DDDM

State test data aren’t very useful

Teacher feel less positively about school and district DDDM activity than do their administrators

Significant percentages of teachers are not intersecting with DDDM

Let’s sum up Clear, consistent differential continuum from Elementary to middle to secondary Meeting AYP to not meeting AYP

Clear, consistent differential continuum from

Elementary to middle to secondary

Meeting AYP to not meeting AYP

Comments

9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes Data safety Data transparency Technology Alignment for results Good baseline data Measurable instructional goals

Data safety Data transparency

Technology Alignment for results

Thank you! www.scottmcleod.net/mespa www.scottmcleod.net/contact www.schooltechleadership.org www.dangerouslyirrelevant.org

www.scottmcleod.net/mespa

www.scottmcleod.net/contact

www.schooltechleadership.org

www.dangerouslyirrelevant.org