data driven decision making

1. 2.3 DATA-DRIVEN
DECISION MAKING
Jing Liu
EDTL 540
Indiana Wesleyan University

2. WHAT IS DATA DRIVEN DECISION
MAKING?
Victoria Bernhardt indicated in Data
Analysis for Comprehensive School wide
Improvement that Data-driven decision-making
is about gathering data to
understand if a school or district is meeting
its purpose and vision. (AASA, 2002)

3. WHAT IS DATA DRIVEN DECISION
MAKING? (CONTINUED)
Data-driven decision making (DDDM)
pertains to the systematic collection,
analysis, examination, and interpretation
of data to inform practice and policy in
educational settings. (Mandinach, 2012)

4. WHAT IS DATA DRIVEN DECISION
MAKING? (CONTINUED)
True data-driven decision making, however, is
about more than just test scores.
 It’s about exploring the overall health and
well-being of a district or school.
 It’s about asking all the players in the school
community to provide feedback on an
ongoing basis.
(O'Neal, 2012)

5. WHY DATA DRIVEN DECISION MAKING?
 Data provide quantifiable proof, taking the emotion and rancor out
of the decision-making process. (ASSA, 2012)
 Data driven decision making uses data to build a more complete
and accurate reflection of student performance in you district,
school, or classroom. (Harcourt Connected Learning, 2007)
 Data-driven decision making is a powerful tool in revealing
change, questioning long-held assumption, and in facilitating
communication with students and colleagues. (Harcourt
Connected Learning, 2007)

6. DATA USED IN THE PROCESS OF
IMPROVING STUDENT ACHIEVEMENT
Teachers should
adopt a
systematic
process for using
data in order to
bring evidence to
bear on their
instruction
decisions and
improve their
ability to meet
students’ learning
needs.
Interpret data
and develop
hypotheses
about how to
improve student
learning
(Hamilton, 2009)
Modify
Data use cycle:
Collect and
prepare a
variety of data
about student
instruction to
test hypotheses
and increase
student learning
learning

7. Establish
Desired
Outcomes
Define the
Questions
Collect and
Organize Data
Make Meaning
to the Data
Assess and
Evaluate Actions
Take Action
The Inquiry Cycle
adapted from the Annenberg Institute
for School Reform
(AASA, 2002)

8. TEACHER LEADER MODEL
STANDARDS
DOMAIN 5 Promoting the Use of Assessments and Data for School and District Improvement
The teacher leader is knowledgeable about the design of assessments, both
formative and summative. He or she works with colleagues to analyze data and
interpret results to inform goals and to improve student learning.
Functions
The teacher leader:
a) Increases the capacity of colleagues to identify and use multiple assessment tools
aligned to state and local standards;
b) Collaborates with colleagues in the design, implementation, scoring, and
interpretation of student data to improve educational practice and student learning;
c) Creates a climate of trust and critical reflection in order to engage colleagues in
challenging conversations about student learning data that lead to solutions to
identified issues; and
d) Works with colleagues to use assessment and data findings to promote changes
in instructional practices or organizational structures to improve student learning.
(Teacher Leadership Exploratory Consortium, 2012)

9. In the process of fostering a data-driven culture
within the school, a teacher leader should…
 dedicate time for staff collaboration,
 help colleagues build up understanding and knowledge about
data-driven decision making,
 and work closely with colleagues to use data to identify
achievement problems and develop instructional solutions.

10. DEDICATING TIME FOR STAFF
COLLABORATION
 Teacher leader should encourage teacher to work collaboratively
with data which can highlight achieve pattern across.
 Teacher leaders should establish a common time for teachers to
meet and discuss data.
 Teacher leaders should set an agenda for the meeting that
focuses on current and relevant data to help the teachers use
collaboration time productively.
(Hamilton, 2009)

11. BUILDING UP UNDERSTANDING AND
KNOWLEDGE
 Teacher leaders should help colleagues understand how data are
used to support instructional decision making.
 Teacher leaders should assist colleagues to use this data
appropriately with the adequate knowledge and skills.
 Teacher leaders should encourage colleagues to use data
thoughtfully and consistently.
(Hamilton, 2009)

12. WORKING WITH COLLEAGUES
 Preparation
Prior to the meetings, teacher
leader should set an agenda that
focuses on using the most
updated data relative to a specific,
timely topic.
 Analysis
During the meetings, teacher
leaders should followthe cycle of
inquiry, using data to state
hypotheses about their teachin
gand learning practices and then
testing those hypotheses.
 Action Agenda
At the end of each meeting,
teacher leaders should be
prepared to enact a data-basedaction
plan that examines
and modifies their instruction to
increase student achievenment in
the area of focus for the meeting.
(Hamilton, 2009)

13. OTHER RESOURCES
 http://www.youtube.com/watch?v=fI35usSxjm4
 http://www.youtube.com/watch?v=LQ-5cfnh1OE

14. REFERENCE
American Association of School Administrators (2002). Using data to improve schools:
What’s working. Retrieved from http://www.eric.ed.gov/PDFS/ED469227.pdf
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009).
Using student achievement data to support instructional decision making. Retrieved from
http://ies.ed.gov/ncee/WWC/pdf/practice_guides/dddm_pg_092909.pdf
Harcourt Connected Learning (Sept. 2007). Data-driven decision making. Connected Newsletter,
14(1), 4-6
Retrieved from http://dox.aea1.k12.ia.us/docs/magazines/03909002007.pdf
Mandinach, E. B. (2012). A Perfect Time for Data Use: Using Data-Driven Decision Making to
Inform
Practice. Educational Psychologist, 47(2), 71-85.
O'Neal, C. (2012). Data-driven Decision Making : A Handbook for School Leaders. Eugene, Or:
International
Society for Technology in Education.

15. REFERENCE (CONTINUED)
Teacher Leadership Exploratory Consortium (2012). Teacher leader model standards.
Retrieved from http://teacherleaderstandards.org/downloads/TLS_Brochure.pdf