Copyright © Allyn & Bacon 2008 Data-Driven Decisions and School Leadership: Best Practices for School Improvement Theodore J. Kowalski Thomas J. Lasley II James W. Mahoney This multimedia product and its contents are protected under copyright law. The following are prohibited by law: • Any public performance or display, including transmission of any image over a network; • Preparation of any derivative work, including the extraction, in whole or in part, of any images; • Any rental, lease, or lending of the program. Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 Chapter 10: Effective School Improvement Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 PDCA Cycle Plan Do Check Act Copyright © Allyn & Bacon 2008
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 Copyright © Allyn & Bacon 2008
Components of effective improvement models Collaborative teams Results-driven goals Organizational learning School improvement Data Professional development Data systems Instruction connected to learning Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 Results-driven goals Strategic with a clear direction Measurable Attainable Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 Data Accurate Available Accessible Multiple measures Relevant to student progress Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 Data Systems Usable Continuously updated Aggregation and disaggregation of data Secure but accessible Copyright © Allyn & Bacon 2008
Instruction connected to learning Instruction tied to learning goals Data-based assessment Data-based improvements Copyright © Allyn & Bacon 2008
Professional development Standards-based Ongoing Job embedded Measured by outputs ( student learning) Copyright © Allyn & Bacon 2008
Organizational learning Question (challenge) current practices Diagnose problems Prescribe improvements Experiment Conduct research Institutionalize new norms Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 Collaborative teams Relentless focus on data Relentless focus on student growth Inclusive (school-wide) Collegial Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008 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. Copyright © Allyn & Bacon 2008
Importance of leadership Leadership focuses on “what to do” decisions. Leaders build a learning organization. Leaders encourage and facilitate the work of others. Copyright © Allyn & Bacon 2008