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Data Informed Decision Making for School Principals

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Ppt0000006

  1. 1. by: Walter L. Burt, PhD & Patricia Reeves, EdD Learning Centered Leadership Development Program Lansing Community College 28 February 2014 Lansing, Michigan
  2. 2. INTRODUCTION NCLB and RTTT legislative fiats have placed tremendous pressure on school staff to improved student achievement. In an era of increased accountability, the role of the principal has evolved from that of a manager to an instructional leader (Hargraves, Moore, & Manning, 2001). A body of research shows principals have a significant influence on improving student achievement (Hallinger & Leithwood, 1996; The Wallace Foundation, 2013).
  3. 3. INTRODUCTION As instructional leader, the principal is responsible for behaviors and responsibilities that will lead to improved student achievement. (Marzano, Waters & McNulty, 2005; Shen, 2005). Developing leadership capacity to improve school conditions is difficult work - few educators have the background and experience to do this important work (Fullan, 2001, 2005; Wayman, Midgley & Stringfield, 2006).
  4. 4. INTRODUCTION An increasing number of studies suggest excellent schools have excellent principals (Hallinger & Leithwood, 1996; Leithwood, 2003). Principals must not only focus on student achievement, they must also support the intellectual and emotional work of teachers (Hargraves, Moore, & Manning, 2001).
  5. 5. WMU LEARNING-CENTERED LEADERSHIP GRANT In 2010, the USDE awarded a five-year grant to WMU’s Educational Leadership, Research and Technology (ELRT) Department The grant purpose was to develop and implement a Learning-Centered Leadership Development Program for practicing and aspiring principals.
  6. 6. WMU LEARNING-CENTERED LEADERSHIP GRANT: Cohort A – 2012/13 In the first round of the grant project, 25 school teams comprised of a practicing and an aspiring principal, plus two teacher leaders, participated in a series of workshops on the seven dimensions of leadership that are empirically related to improving student achievement. Next, the school teams engaged other stakeholders in examining the schools’ unique context, identifying renewal priorities, and developing renewal activities within the framework of the seven dimensions. The teams, then, set about implementing the renewal work in their schools
  7. 7. WMU RESEARCH ON SUSTAINABILITY Now, with the combination of Cohort A and Cohort B, we have approximately 50 school buildings from 15 school districts that are involved WMU’s LearningCentered Leadership Program As we began to work with Cohort B, the WMU Project Team collected data from Cohort A to determine the extent to which the first round of schools have been able to sustain their renewal activities over time We also collected data to determine what factors enhanced implementation and sustainability of the renewal activities and what factors created barriers
  8. 8. The Research Design We surveyed 22 of the 25 schools that were involved in Cohort A from October 2010 to March 2013. Cohort A principals were surveyed in November 2013 –eight months after they had completed the Program Of the 22 principal contacted, 16 (or 72.7%) completed and returned the questionnaire In addition to the survey, we conducted a case study with one participating school. The purpose of the case study was to contextualize the findings from the survey
  9. 9. THE STUDY FINDINGS First, we looked at responses regarding the implementation and sustainability of renewal activities that involve Data Informed Decision Making (DDIM)
  10. 10. FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES
  11. 11. FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES DIDM ACTIVITIES RENEWAL ACTIVITIES EVOLVE Data Discussions Modify the Use of Data Walls PLCs Included more time for PLCs Data Teams Changed Data Leadership Team to Instructional Leadership Team Data Notebooks Use data Differently – Created “Power Hours” Data, Assessment Focus Teams and Data Walls Incorporate Renewal Activities into the School Improvement Process
  12. 12. FINDINGS: Sustaining means “continuing as is” Respondent Excerpts #1 "... informed decision making based on DIBEL's data....“ #2 "Data discussions with all staff.“ #6 “Data informed decisions are made utilizing the systematic strategies developed through WMU.” #8 “We incorporated all our renewal activities into our school quality plan along with the methods for measurement.”
  13. 13. FINDINGS: Sustaining means “continuing as is” Respondent Excerpts #10 “All teachers participate in Professional Learning Community (PLC) meetings. These meetings are scheduled to allow grade level and multi-grade level teachers to meet and plan instruction using data. These meetings are held once per week.” #11 “Our school continues to use the Data Team process for units of instruction.” “Decisions are made based on student need. We use data notebooks w/intervention notes. All staff are using.” #12 #15 “Data, Assessment Focus Team, and Data Walls will start backup for 2nd Semester . These strategies are embedded in our
  14. 14. FINDINGS: Sustaining means “evolving given the changing context” Respondent Excerpts #5 “We have decided to not push Data Walls as much as we have in the past. We do look at data monthly at Grade Level Meetings and have a clear overall picture which we use to drive our instruction for that month. We no longer feel the need to post the data in our classrooms.” #9 “We are currently structuring our grade level PLC's to include more time allotted to at least an hour. Providing this extra time really allows our team to analyze the data and develop a plan of action.”
  15. 15. FINDINGS: Sustaining means “evolving given the changing context” Respondent Excerpts #10 “Last year our school had a data leadership team which met to discuss the various data that was used to plan for school improvement in reading, math and behavior. This year our leadership developed the idea of using an Instructional Leadership Team to help guide the best practices and teaching learning that would drive increased student achievement by using data. The ILT meets once per month and then filters the information to the PLC's. Administration monitors the progress and the ILT is in constant position to adjust best practices as needed to address any concerns as cited by the school data.”
  16. 16. FINDINGS: Sustaining means “evolving given the changing context” Respondent Excerpts #11 “We are beginning to use our data in different ways now. Teachers and teams are creating "power hours" or "team time" to better meet the needs of our students based on what our data tell us.” #13 “... we are now using data in different ways, including a new initiative called Power Hour. We also are deeply committed to Professional Learning Communities (or Critical Friends Groups) which is a big part of school improvement and professional growth.”
  17. 17. FINDINGS: Sustaining means “incorporating into the overall school improvement process” Respondent #13: “EVERYTHING is based on data” respondents #8: “We incorporated all our renewal activities into our school quality plan”
  18. 18. FINDINGS OF STUDY
  19. 19. FINDINGS: Changes attributed to the Grant Project by the respondents 61% mentioned that “we now decide school improvement goals based on student and school data” and they attributed the change to the grant project. 64.3% indicated “we now decide school improvement strategies based on student and school data.”
  20. 20. Additional Changes attributed to the Grant Project by the respondents 60% indicated that they now engage stakeholders more in school decisions 60 % indicated that their SIP process now builds upon previous efforts, rather than starting from scratch 53.3% indicated that their school improvement process is more focused on improving student achievement 53.3 % indicated that they now have a process in place to ensure that SIP work is continuous
  21. 21. Additional Changes attributed to the Grant Project by the respondents 46.7 indicated that their school improvement strategies are more coordinated and aligned with one another 40 % indicated that more of the impetus for change comes from teachers as well as external forces 40% indicated that they now monitor the progress of their school improvement initiatives more and adjust as needed
  22. 22. FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities Facilitators “Staff participation, collaboration and commitment” “leadership effort to put a structure in place” “coordinated and aligned (SIP) strategies”
  23. 23. FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities Barriers Leadership and staff turnover Time availability to follow through District level factors, e.g. finances, support, and focus “Re-allocating” or “micro-managing” Staff commitment – “not all on board”
  24. 24. SUSTAINABILITY – LESSONS LEARNED FROM THE LITERATURE AND WMU RESEARCH Big Idea 1: Sustainability is a by-product of high fidelity implementation
  25. 25. SUSTAINABILITY – LESSONS LEARNED FROM THE LITERATURE AND WMU RESEARCH Big Idea 2: High Fidelity Implementation requires ongoing monitoring and adjusting
  26. 26. SUSTAINABILITY – LESSONS LEARNED FROM THE LITERATURE AND WMU RESEARCH Ten Things That Support Sustainability (From our findings and other Studies)
  27. 27. ELEMENTS TO SUSTAINABILITY 1. Clear and Compelling Vision 2. Systems Alignment 3. Development and Use of Capacity 4. Sustained and Committed Leadership 5. Clear Definitions of High Fidelity Implementation 6. Clear Indicators of Success 7. Progress Monitoring 8. Aligning Resources 9. Communication and Transparency 10. Culture of Safety and Innovation
  28. 28. TALK TOGETHER: Which of these have worked for you? How? 1. Clear and Compelling Vision 2. Systems Alignment 3. Development and Use of Capacity 4. Sustained and Committed Leadership 5. Clear Definitions of High Fidelity Implementation
  29. 29. TALK TOGETHER: Which of these have worked for you? How? 6. Clear Indicators of Success 7. Progress Monitoring 8. Aligning Resources 9. Communication and Transparency 10. Culture of Safety and Innovation
  30. 30. SHARE: 1-2 points from your conversation What insight about getting to full, high fidelity implementation can you share? What insight about sustaining an important school improvement initiative can you share?
  31. 31. NEXT: Two Cohort A Schools will share their story of implementing and sustaining renewal activities While you listen to our guests from Cohort A: Listen for examples of the Ten Elements of Sustainability in their stories. While you may not hear all Ten Elements in each of their stories, you will hear some interesting examples of many elements. Make notes about what you hear.
  32. 32. THANKS: To our guests from Cohort A We appreciate hearing your stories of renewal
  33. 33. THIS AFTERNOON After Lunch: School Teams will have the time to Review your renewal activities and Have conversation about how you will achieve full implementation and sustainability

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