1. University of Central Florida Theme for Module 6 The Savvy School Leader Uses and Promotes the Use of Data For School and Classroom Decision Making Module 61

2. The Goal of this Module is to:  To become familiar with the applications of technology for administrative and instructional use that are currently available to teachers and students in our schools.  To review several terms that are common in conversation regarding planning for technology integration. Module 62

3.  To have an orientation to data analysis for school and classroom decision making.  To become familiar with various forms of data available in schools, on which to make savvy leadership decisions. Module 63

4. Leadership Quotation “While data-driven decision- making has become the latest buzz word in the school improvement arena, few educators know where to look to find the best practical assistance on how to do it”. Jerald, 2003 Module 64

5. Reflection Activity Take a minute to review the quotation by Jerald on the previous slide.  Write down what you believe Jerald is communicating to each of you as school leaders.  Use a maximum of 5 sentences for your reflection. Module 65

6. Learning the Language of Technology Module 66

7. Activity  Define the vocabulary words listed in the adjacent panel.  After each definition, create a few lines as if in a conversation with a teacher, parent, tech director, or student at your school regarding a technology issue.  Binary  Gateway  Video Capture  Megahertz,  Java  URL  HTTP Module 67

8. Review The savvy school leader uses technology to expand their leadership capacity in five very important ways. 1. Developing his or her school budget. 2. Creating a Professional Learning Community in his or her school 3. Enhancing learning opportunities for students 4. Providing effective, efficient, and relevant professional development for faculty and staff 5. Analyzing data for school wide planning and decision making Module 68

9. Data-based Decision Making & Analysis Module 69

10. Data Analysis “The ability to change the Conversation Is the essence of instructional leadership.” Dr. Michael Fullan Module 610

11. "Without data, all we have are opinions ” Module 611 Educational Systems Planning and Management

12. Data Analysis I have continually heard teachers say “ The only way Data is valuable is that it Provides information for me to answer questions I have today”. Module 612 Educational Systems Planning and Management

13. Data Analysis Florida has the gold standard for data warehousing. A real advantage over all other states – Dan Fallon, Progress Energy UCF speaker. Module 613 Educational Systems Planning and Management

14. What do teachers want to know about the data?  Who has the data?  Where is the data kept?  How do I access the data?  How long will it take to access the data?  Can I use the data to improve how I teach and how my students learn? Module 614

15. Data Analysis A plaque hanging behind the desk of William Demming’s office. (creator of the Total Quality Management movement). “In God We Trust, All Others Bring Data.” Module 615

16. A school leader’s role in data analysis  Data helps us match teaching to student needs.  Data helps the savvy school leader change the conversation in our schools. Module 616

17. A savvy school leader uses / monitors data on teacher and student performance.  As the principal of your school one of your main responsibilities is to analyze the data available on the performance of the teachers and students teaching and learning at your school.  Through data-analysis you are able to continually monitor school improvement efforts as well as the effectiveness of the school’s curriculum and teaching practices in the classrooms. Module 617

18. The Process of Data Analysis: School or Classroom  F ocusing on a particular data set to determine the level of growth over time.  Identifying specific trends shown by the data over time.  Creating a series of potential solutions to improve or enhance the data.  Developing strategies to promote the acceptance of your potential solutions, by teachers and other school staff members. Module 618

19. Data Driven Decision Making Module 619

20. Data-Driven Decision Making “ Data driven decision making has become a buzz word in the school improvement arena, few educators know where to find the best practical assistance on how to do it”. Jerald, 2003 Module 620

21. Data-Driven Decision Making “ In order to make a difference in regard to improving student achievement, data must be disaggregated to the classroom level so it becomes the personal property of the teacher”. Lortie, 1975 & Resenholt, 1991 Module 621

22. How Does A Savvy School Leader Promote Data-Driven Decision Making Among The Teachers In Their School?  First – To promote data-driven decision making in the classroom, principals must model data-driven decision making themselves. Module 622

23. Data-Driven Decision Making  Second – To promote data-driven decision making in the classroom, principals should be having substantive discussions with teachers on a regular basis on the performance data for the students in their class. Module 623

24. Data-Driven Decision Making  Third - To promote data-driven decision making in the classroom, principals need to change the culture of the school to become data oriented. Module 624

25. Data-Driven Decision Making  Fourth - To promote data-driven decision making in the classroom, principals must put the data in the hands of teachers in a timely manner. Module 625

26.  Fifth – To promote data-driven decision making in the classroom, principals need to understand that student performance in the classroom is the most important data for teachers in revising their instruction and classroom practices. Module 626

27.  Sixth - To promote data- driven decision making in the classroom, principals are able to promote data as major feedback to teachers toward revising the curriculum and improving classroom practices. Module 627

28. End of Module Reflection Question Opportunity for Professional Self-Reflection: Do teachers use data analysis to improve and revise their instruction and classroom practices at my school? If not, why not? Module 628

29.  At the completion of this module it is expected that the Module 6 Ocean View Middle School PLC members will: - Post an abstract of their technology model. - Comment on the abstracts of all your class members. - E-mail the technology paper to the instructor for review and grading. Module 629

30. The members of Module 6 Ocean View Middle School PLC will be posting their abstracts. Each class member is expected to post their comment for each abstract posted. The comment is to answer the following reflection question: Explain how do you see that this technology model will improve or enhance student achievement in your school or business. Module 630