1. DATA TEAMS AT STANTON NETWORK SCHOOL IN THE CONTEXT OF THE SEED TEACHER EVAL PROGRAM PRESENTED BY BILLIE SHEA & JANE COOK ADAPTED FROM MATERIALS DEVELOPED BY THE LEADERSHIP AND LEARNING CENTER

2. DATA TEAMS Slide 2 DATA TEAM ACTIONS Data Teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that results in action. (S. White, Beyond the Numbers, 2005, p. 18)

3. ILLUSTRATION OF CORE REQUIREMENTS OF SEED TEACHER EVALUATION PILOT Student Growth and Development (45%) Whole-school Student Learning Indicators or Student Feedback (5%) Observations of Performance and Practice (40%) Peer or Parent Feedback (10%) Practice Rating (based on Cause Data) (50%) Outcome Rating (based on Effects Data) (50%) All factors are combined to reach each teachers final annual rating (as described in the Connecticut guidelines). Adapted from CSDE Teacher Evaluation Orientation, 8/10/12 Slide 3 Student Learning Objectives (SLOs) Observations & Surveys

4. DATA TEAMS Slide 4 THE DATA TEAM PROCESS Step 1Collect and chart data AKA The Treasure Hunt Step 2Analyze strengths and obstacles Step 3Establish SMART goals that are Specific, Measurable, Achievable, Relevant/Realistic, and Timely: Set, Review, Revise Step 4Select instructional strategies: What effective teaching strategies will adults use to help students achieve SMART goals? Step 5Determine results indicators: What measures will we use? How will we know that we have succeeded?

5. HOW THE DATA TEAM PROCESS ALIGNS WITH SETTING STUDENT LEARNING OBJECTIVES IN SEED The Data Team ProcessTeacher Goal Setting Form Step 1: Treasure HuntBaseline Data/Background Information Step 2: Identify strengths and weaknesses SLO & Rationale for objective Step 3: Establish SMART goals Set IAGDs Step 4: Select instructional strategies Strategies/Actions to achieve SLOs Step 5: Identify results indicators Interim Assessments & Data Collection/Assessment of Progress Toward Achieving the SLO

6. DATA TEAMS Slide 6 THE LEADERSHIP/LEARNING MATRIX (L2 MATRIX) Lucky High results Low understanding of antecedents Replication of success unlikely success unlikely Leading High results High understanding of antecedents Replication of success likely Losing Ground Low results Low understanding of antecedents Replication of failure likely Learning Low results High understanding of antecedents Replication of mistakes unlikely Antecedents – Adult Actions/Interventions Cause Data Effects/Results Data