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Data-Driven Decisions and School Leadership: Best Practices for School Improvement
Theodore J. Kowalski
Thomas J. Lasley II
James W. Mahoney
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Chapter 10:
Effective School Improvement
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PDCA Cycle
Plan Do
Check
Act
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4. Five School-Level Factors Model (Marzano)
Guaranteed and viable curriculum
Challenging goals and effective feedback
Parent and community involvement
Safe and orderly environment
Collegiality and professionalism
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5. Components of effective improvement models
Collaborative teams
Results-driven goals
Organizational learning
School
improvement
Data
Professional development
Data systems
Instruction connected to learning
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Results-driven goals
Strategic with a clear direction
Measurable
Attainable
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Data
Accurate
Available
Accessible
Multiple measures
Relevant to student progress
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Data Systems
Usable
Continuously updated
Aggregation and disaggregation of data
Secure but accessible
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9. Instruction connected to learning
Instruction tied to learning goals
Data-based assessment
Data-based improvements
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10. Professional development
Standards-based
Ongoing
Job embedded
Measured by outputs ( student learning)
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11. Organizational learning
Question (challenge) current practices
Diagnose problems
Prescribe improvements
Experiment
Conduct research
Institutionalize new norms
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Collaborative teams
Relentless focus on data
Relentless focus on student growth
Inclusive (school-wide)
Collegial
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Knowing-doing gap
Not possessing sufficient knowledge is a critical problem.
Possessing knowledge, however, is not enough.
Educators must also acquire the expertise necessary to apply the knowledge as intended.
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14. Importance of leadership
Leadership focuses on “what to do” decisions.
Leaders build a learning organization.
Leaders encourage and facilitate the work of others.
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