Overview: Training Leaders in Data Use
It is critical that each level of the education system sets clear roles and expectations regarding data collection, analysis and interpretation. It is also important that each level of the system agree on the role of data in informing decisions for school improvement. Once these norms have been established, well-coordinated and ongoing professional development on data literacy must be integrated into the career continuum for school leaders. Training, at all levels, should be based on driver behaviors (narrow and prioritized set of observable behaviors that if improved, will have the greatest likelihood of improving the quality of teaching and learning) and address both the conditions of a leader's role in creating them, how to manage change and lead school reform, and the "nuts and bolts" of how to make high-quality data informed decisions. Being able to analyze and interpret data from state, district and school reports is not intuitive. It requires training and ongoing professional development and support.School Level
Building principals must foster a school culture in which teachers and staff use data as a school improvement tool. Principals must lead and train teachers and staff to analyze data, interpret data and strategically use value-added information (the enhancement of knowledge, skills and abilities of students) to set learning goals based on relevant data. Principals must also provide regular opportunities for teachers to work collaboratively to assess individual student learning needs, tailor instruction and target student interventions. In addition, building principals must provide teachers and staff with ongoing targeted school-based professional development on how to use and analyze data-mining tools to better inform classroom instruction and school processes and decisions. Schools must also communicate effectively with district leaders, parents and the community on how to interpret assessment results.
1. Essential Elements
Following are essential elements of how to train school leaders in effective data use:
- Provide principals with training on how to create a culture of data use in which data is seen as a school improvement tool.
- Lead and train teachers and staff to analyze data, interpret data and strategically use value-added information to improve student achievement.
- Provide teachers and staff with regular opportunities to work collaboratively to assess individual student learning needs, tailor instruction and target student interventions.
- Provide teachers and staff with targeted ongoing professional development on how to use and analyze data-mining tools to better inform classroom instruction and school processes and decisions.
- Provide parents and community members with training on how to interpret assessment results.
2. Promising Practices
Morris Brandon Elementary School is a high-achieving elementary school in a middle class suburb of Atlanta, Georgia that uses data sources to assess student progress. Brandon's principal focuses on tailoring professional development for teachers in instructional areas where students are not mastering the standards, provides teachers more planning time to work together in vertical teams and grade level teams to align the curriculum based on student achievement data and requires weekly reports from teams related to their proposed improvement strategies from their common planning time. As a result, teachers recognize the value of collaborative planning and problem solving to improve student achievement, students have met the district's performance targets, teachers are always aware of where students are in meeting expected performance levels and data is always used to guide instructional improvement and individual learning needs.
Sutton Elementary in Houston, Texas has set aside resources to train an Instructional Leadership Team (ILT) in procedures and protocols for examining state- and district-level data as well as authentic student work and assignments. Each member of the ILT leads a grade level team in these practices. As a result, they have deepened their understanding of good practice, increased their consistency of practice, elevated the rigor of student work and improved on a range test scores and measurements.
3. Critical Questions
- Does your school allocate resources (including time) to train teachers and school staff in data use?
- Does your school have grade level, subject area and vertical teams reviewing data and making suggestions for curricular and instructional improvements?
- Does your school use a collaborative problem-solving approach to using and analyzing a range of data sources, including student work, to adjust instruction and to align resources and professional learning?
- Does your school have a data coach to help build capacity for using data to inform practice?
- Does your school make sure student achievement reports are available to all families in easy to understand formats and through various venues such as student-led teacher/parent conferences?
- Does your school have a plan for support when students are not meeting goals?
4. School Resources
Smart Data Users: Helping Principals Use Data Effectively Survey
In 2007, with support from The Wallace Foundation, Georgia, Kentucky, Michigan, New Mexico, and Ohio developed and administered surveys to over 1,000 principals to determine how principals use data to make informed decisions about improving student achievement. The surveys includes four different modules or components:
Southern Regional Education Board
Training Modules in Data Use
Using Data to Focus Improvement:Schools that successfully improve student achievement regularly use data to guide decisions about instruction, student support and professional development. Easy-to-use processes are taught, and participants learn how data are a vital part of the school improvement process.
Georgia Leadership Institute for School Improvement (GLISI)
Training Modules in Data Use
GLISI has a number of training modules that are designed to help school and district leaders use and analyze data.
References
Association for Supervision and Curriculum Development. (February 2003). Using Data to Improve Student Achievement, Educational Leadership. Summary:This issue addresses how teachers and schools use data to make
instructional changes and to assess the effectiveness of school
programs. Article topics include classroom assessments to improve
student learning, a reader's guide to scientifically based research,
how to conduct data collection and analysis, the effects of testing on
student motivation and learning, and data warehousing and information
management systems.
Boudett, K.P., E. A. City, & R. J. Murnane. (eds.). (2005) Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Publishing Group. 1-891792-67-9. Summary: This book provides several useful ideas and tools to assist school leaders in utilizing data to improve instruction and student achievement. It includes information and resources on the following topics: Collaborative work, assessment literacy, data analysis, examination of instruction and student progress, and action plan development and implementation.
Boudett, K. P. and Steele, J.L. (2007). Data wise in action: Stories of schools using data to improve teaching and learning. Cambridge, MA: Harvard Education Press. Summary: A sequel to 2005’s Data Wise Step-by-Step Guide, this book provides concrete examples and suggestions for how to implement the Data Wise process of using assessment results to improve instruction and learning. Case studies of eight schools that have implemented the improvement process offer insight into the challenges faced and strategies used in rolling out the process. The examples demonstrate how these schools adapted the process to fit their particular needs and illustrate how the Data Wise culture can begin with one school leaders and spread outward.
Data Quality Campaign (2008). Tapping into the Power of Longitudinal Data: A Guide for School Leaders. Summary: This data guide identifies and answers the most pressing questions facing school leaders today.
Heritage, M., & E. Chen. (2005) Why data skills matter in school improvement. Phi Delta Kappan, 86(9), 707 (ERIC Document Reproduction Service No. EJ712939). Summary: The authors describe a CRESST initiative that helps educators develop the skills to collect, analyze, and use data to make informed decisions about student learning.
Holcomb,
E. L. (2004) Getting excited about data: Combining people, passion, and
proof to maximize student achievement. Corwin Press; Second Edition. Summary:
This book provides guidance and support to educators in exploring more
complex uses of data. Tools and activities encourage educators’ active
engagement with data and collaborative efforts to ensure the learning
of all students. The information assists educators in effectively using
data to respond to the challenges of the No Child Left Behind Act. National Center for Education Statistics, U.S. Department of Education. (2004) Forum Guide to Building a Culture of Data Quality: A School & District Resource. Summary:
The authors introduce the concept of a "culture of quality data -- the
belief that good data are an integral part of teaching, learning, and
managing the school enterprise" -- and suggest steps schools and
districts can take towards developing that culture, through policies
and regulations, standards and guidelines, training and professional
development, timelines and calendars, technology systems and a specific
data entry environment. One-page tip sheets on the respective roles of
principals, teachers, office staff, school board members,
superintendents, data coordinators and technology support personnel
also are provided. Reeves, Patricia L. and Burt, Walter L. (2006). Challenges in Data-based Decision-making: Voices from Principals. Educational Horizons, v85 n1 p65-71 (ERIC Document Reproduction Service No. EJ750644). Summary: Principals in the information age need to be information driven, committed to shared leadership and relentless about continuous improvement. They must reshape the processes, norms, and behaviors of teaching and learning around aggregating and interpreting shared information. In this article, the authors discuss the role of a principal in shaping the focus of a school and employing data-based decision-making strategies in school. Implications for district support and response in data-based decision-making processes are discussed.