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The effect sizes of principals promoting and participating directly with teachers in the formal and informal learning of the use of data to influence appropriate instructional activities, was more than twice as powerful as any other leadership dimension. Fullan, 2008 Whats Worth Fighting for in the Principalship? Data Teams: [email protected] Supporting SWLSB Administrators as Pedagogical Leaders T

A T A D A E S M LEARNING E C

N E LEARNING D I V E D I EV E C EN

V E N E ID E C E E C N E

D I V E C N LEARNING E ID V E DATA Student Results

School Life Assessment DATA Student Results Curriculum INSTRUCTION Pedagogy Context Family Agenda Why?

SWLSB Context Common Understandings The Data Team Process The Data Team Process Implementation Challenges / Concerns Evidence-based Practice SWLSB Data Teams in 17 schools (1 Junior HS) 2014-2015 Secondary 3 Data Teams ELI DPP

SWLSB Partnership Agreement Ministry Goals SB MESA MESA Key to instructional focus Your Role School- based leadership takes responsibility for organizing, calendaring, supporting, monitoring and assessing the schools professional learning teams. Common Understandings 1. Articles As a group write a working definition of all of

the following terms: Group 1: Data Team Group 2: Professional Learning Community Group 3: Group Norms & DT Roles Group 4: Educational Standards Group 5: Formative Assessment Group 6: Data What can we look at? Data Teams Data Team: composed of school personnel that analyze ongoing data, from formative and summative assessments to provide a comprehensive picture of a schools strengths and challenges. Team then develops a prioritized plan and

teaching strategies to address their needs. Professional Learning Communities PLC: GROUP of professionals getting together to learn from each other using the data from summative and formative assessment. Through the data they can make better instructional decisions by not just looking at students scores but the combination of student results, teaching strategies and leadership support.

Group Norms Data Team Roles Examples of Team Norms We will maintain a positive tone at our meetings. We will not complain about a problem unless we can offer a solution. We will begin and end our meetings on time and stay fully engaged throughout each meeting. We will contribute equally to the workload of this team We will listen respectfully and consider matters from anothers perspective. b) DT Roles: The different responsibilities shared by members of the data team. Examples of Team Roles

Facilitator Timekeeper Recorder Reporter Group Norms Define Your Own CO I T N E D I

F N Y T I L A 2. Norms 3. Roles Educational Standards are: the knowledge and skills students should possess in their education at critical points (end of cycles) as described in the progressions of learning in all

subject areas The progression of learning in elementary and high schools constitute a complement to each school subject, providing further information on the essential knowledge that the students must acquire and be able to use in each year of elementary and high school. This tool is intended to assist teachers in planning both their teaching and the learning that their students are to acquire. Formative Assessment Assessment that generates feedback (evidence of student learning) to both teacher and student throughout the learning process. It can take many different forms: conversation, quiz,

exit card etc. Teachers can then use this evidence to adjust their instruction throughout the learning process. Data 6.Data: What can we look at: Provides info about student learning levels An indicator of where the student is at Classroom observations Start with a general portrait and narrow it down Start with summative data easier to get Success rates in each subject Drill down to each cohort Drill down to the competency

What are Data Teams DATA TEAMS are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all. Professional Learning Communities are who we are, Data Teams are what we do. Doug Reeves What is a PLC? An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

The Big Picture DecisionMaking for Results 4. DT FLOW The Foundation: Standards Assessment Data Standards Data Teams focus only on Priority Standards.

Unwrapping Standards 5. QEP Use the QEP Key Features to unwrap. Underline the nouns and circle the verbs. English Language Arts Competency: Represents her/his literacy in different media. Key Feature - Priority Learning Target: Identifies and deconstructs codes and conventions of media texts. Skills Identify Deconstructs

Concepts Codes & Conventions Media texts Assessment Schools with the greatest improvements in student achievement consistently used common assessments. D. Reeves, 2004 Assessment OF learning Assessment FOR learning Remember

It isnt the method that determines whether the assessment is summative or formative, it is how the results are used. Assessment Types Traditional quizzes and tests Paper-pencil Selected-response Constructed-response Performance tasks and projects Open-ended Complex Authentic Worth being

familiar with Important to know and do Enduring understanding Data Data Inventory Level Data Sources

Purpose Frequency Feedback to students Decisions based on results National PISA Inter-national ranking

Every four years None Provincial Movements Provincial Secondary 4 & 5 Exams Graduation

Every year Marks Provincial Movements Board Secondary 2 Exams Grade 2,3,4,5,6 Exams Monitoring

students progress Every year None ESD Resource Allocation School Grade Classroom

Monitoring students progress Every year Two Types of Data Effect Data: Student achievement results from various measurements Cause Data: Information based on actions of the adults in the system The Data Team Process

Reminder: Your Role School- -based leadership teams take responsibility for organizing, calendaring, supporting, monitoring and assessing the schools professional learning teams. e v i t a m r Fo

n o t m n m e Co essm Ass Data Teams Process Common Assessments

6. Supplemental 1. Read the two writing samples on pages 24 of the Supplemental Handout. 2. Use the Scoring Guide on pages 5 and 6 to evaluate the two samples. 3. Record the strengths and obstacles on page 10 of the Supplemental Handout. 4. Discuss your results with your team / table. Data Teams Process Collect and Chart Data

7. New Data 8. Proficiency 1. Discuss the data set on page 7 of the Supplemental Handout: groups, distribution of students, etc. 2. Use the New Data Set: School X All Groups, to chart these results. Data Teams Process Analyze to Prioritize 1. Using the New Data Set All Groups Writing Mark

Make statements about what you see Data Teams Process # Students Who Took Assessment # Students Proficient/ Higher

% Students Proficient/ Higher # Students Not Proficient # and Names of students likely to be Proficient at

end of Instructional Time- Students Already Close # and Names of students likely to be Proficient at end of Instructional Time- Students Who have Far to Go #

and Names of students not likely to be Proficient at end of Instructional Time- Intervention Group in Need of Extensive Support Grumpy 25 13 52%

12 8 2 2 Sleepy 27 7 26%

20 9 6 5 Doc 29 10 34%

19 11 6 2 Teachers Names Totals # Students Who Took

Assessment # Students Proficient/ Higher % Students Proficient/ Higher # Students Not Proficient

# and Names of students likely to be Proficient at end of Instructional Time- Students Already Close # and Names of students likely to be Proficient at end of

Instructional Time- Students Who have Far to Go # and Names of students not likely to be Proficient at end of Instructional Time- Intervention Group in Need of Extensive Support Grumpy

25 13 52% 12 8 2 2 Sleepy

27 7 26% 20 9 6 5 Doc

29 10 34% 19 11 6 2 Totals

81 30 37% 51 28 14 9 Teachers Names

# Students Who Took Assessment # Students Proficient/ Higher % Students Proficient/ Higher

# Students Not Proficient # and Names of students likely to be Proficient at end of Instructional Time- Students Already Close #

and Names of students likely to be Proficient at end of Instructional Time- Students Who have Far to Go # and Names of students not likely to be Proficient at end of Instructional Time- Intervention Group in Need of

Extensive Support Grumpy 25 13 52% 12 8 2

2 Sleepy 27 7 26% 20 9 6

5 Doc 29 10 34% 19 11 6

2 Totals 81 30 37% 51 28 14

9 Teachers Names 58 SMART Goal Use a SMART (Specific, Measurable, Achievable, Relevant, and Timely) goal to guide your Data Team work. Example: the percent of __all students______ scoring proficient and higher in _____Written Narrative___ will increase from ___37%____ to ___71%____ by __December____ as measured by __a Written Response__administered on ____November 1st. ____

# Students Who Took Assessment # Students Proficient/ Higher % Students Proficient/ Higher

# Students Not Proficient # and Names of students likely to be Proficient at end of Instructional Time- Students Already Close #

and Names of students likely to be Proficient at end of Instructional Time- Students Who have Far to Go # and Names of students not likely to be Proficient at end of Instructional Time- Intervention Group in Need of

Extensive Support Betty 25 13 52% 12 8 2

2 Tom 27 7 26% 20 9 6

5 Rita 29 10 34% 19 11 6

2 Totals 81 30 37% 51 28 14

9 Teachers Names 58 Data Teams Process Selecting Strategies Focus on research-based instructional strategies What will the teacher do. Articulate what the students will do

Stay away from behaviours Strategies Model reading texts with strong sentence fluency Sentence Fluency Teach compound sentences Teach revision process with focus on sentence fluency Data

Teams Process How will you know they know? Results indicators: Exam? Project? Test? Exit Cards? Dialogue? Monitor and Evaluate Results

Data Teams Process What are some perceived barriers? Barriers Possible Solutions Would it help to know? Structure and policy have little impact on change. Forced learning communities will have a negative impact. Teachers see their work outside the

classroom as lacking legitimacy. Teachers value autonomy. There is a strong pressure to get along with one another.

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