Learning Forward
Equity and excellence in teaching and learning.
Flex Your School's Data Muscles
Leadership strategies strengthen data's impact
By Learning Forward
August 2013
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Leadership For a High-Performing Data Culture
| Element | Less emphasis on: | More emphasis on: |
| 1 Data use | Using data to punish or reward schools and sort students.
Infrequent use by the school community to inform action. |
Using data as feedback for continuous improvement and to serve students.
Frequent and in-depth use by entire school community. |
| 2 Collaboration | Teacher isolation.
Top-down, data-driven decision making. No time or structure for collaboration. |
Shared norms and values.
Ongoing data-driven dialogue and collaborative inquiry. Time and structure for collaboration. |
| 3 Equity | Belief that only the “brightest” can achieve at high levels.
Talk about race and class is taboo. Culturally destructive or color-blind responses to diversity. |
Belief that all children are capable of high levels of achievement.
Ongoing dialogue about race, class, and privilege. Culturally proficient responses to diversity. |
| 4 Research and best practice | Decision making based on instinct and intuition.
Continuing past practices that yield little or no results. |
Using findings from research and best practice in conjunction with previous experiences to inform instructional decisions.
Making changes in classroom practices and monitoring results and impact. |
| Source: Adapted from Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students. Thousand Oaks, CA: Corwin Press. Used with permission. |
Data Resources
Ask a REL
Learning Forward
National Council of Teachers of English
National Council of Teachers of Mathematics
PD 360
Regional Educational Laboratories
TERC’s Using Data
The Education Trust
WestEd
What Works Clearinghouse
World-Class Instructional Design and Assessment
References
Armstrong, J. & Anthes, K. (2001, November). How data can help: Putting information to work to raise student achievement. American School Board Journal, 188(11), 38-41.
Garmston, B. & Wellman, B. (1998, April). Teacher talk that makes a difference. Educational Leadership, 55(7), 30-34.
Kruse, S., Louis, K.S., & Bryk, A. (1994, Spring). Building professional community in schools. Issues in Restructuring Schools, (6), 3-6.
Leana, C. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 9(4), 30-35.
Lieberman, A. & Miller, L. (Eds.) (2008). Teachers in professional communities: Improving teaching and learning. New York, NY: Teachers College Press.
Linton, C. (2010). (School Improvement Network, Producer). Equity 101. Available at www.schoolimprovement.com/resources/schoolcast/equity-leadership.
Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin Press.
Mather, M.A. (2012, March 15). Using Data Tip #9: Disaggregating data makes the invisible visible. Available at https://usingdata.wordpress.com/2012/03/15/using-data-tip-9-disaggregating-data-makes-the-invisible-visible.
Miller, M. (2009). Achieving a wealth of riches: Delivering on the promise of data to transform teaching and learning (Policy Brief). Washington, DC: Alliance for Excellent Education.
Nunnaley, D. (2013). Professional development to build data literacy: The view from a professional development provider. Journal of Educational Research & Policy Studies, 13(2), 39-49.
Singleton, G. & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, CA: Corwin Press.
Wellman, B. & Lipton, L. (2003). Data-driven dialogue: A facilitator’s guide to collaborative inquiry. Sherman, CT: MiraVia.
White, S.H. & McIntosh, J. (2007, Spring). Data delivers a wake-up call. JSD, 28(2), 30-35.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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