1. Data for Student Success Leadership Module “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.” Fall 2009

2. Leadership: Building a Culture of Quality Data Welcome and Introductions Dr. Terance Lunger –Superintendent, Calhoun ISD Mary Gehrig –Assistant Superintendent of Curriculum, Instruction and Assessment, Calhoun ISD Mike Oswalt –Assistant Superintendent of Regional Technology Services, Calhoun ISD Location of resources: www.data4ss.orgwww.data4ss.org

3. Session Preparation We will be using Google Docs for part of this session. Be sure at least one person in each group has a Internet connected laptop. Anyone who wants to access the Google Doc today or after the session, fill in email address for accessing the Google Doc on the sheet of paper circulating.

4. Key question What does leadership look like in a culture of quality data?

5. Focus Questions What is a culture of quality data? Who needs to collaborate and when? What is my role as the leader? What data mining strategies are appropriate/useful and when are they used? What are SMART goals and why are they important?

6. Outcomes By the end of this workshop, leaders will be able to: –Understand a culture of quality data and the impact of change theory on staff –Encourage and model collaboration –Identify roles that need to be involved in building a culture of quality data –Encourage and model collaboration –Identify which data mining strategies are useful for various roles/settings –Identify the leader’s role –Understand how data quality impacts a culture of quality data –Navigate staff through identifying SMART goals based on data

7. Outcome Understand a culture of quality data and the impact of change theory on staff

8. Culture of Quality Data What is a culture of quality data? What does it look like? What does it sound like? What is the evidence?

9. School Improvement Framework School Process Profile

10. STRAND II

11. S

15. School Culture and Climate Data-Driven Culture – Characteristic –All decisions affecting student achievement are based on data. All instructional staff is involved in this database decision making which incorporates data from state, district, school, and classroom assessments.

16. Data Driven Culture Implemented The school improvement committee bases its action plan on the analysis of state, district, school, and classroom assessment information to: –plan changes in the instructional program –set curricular priorities directed at assuring that all students meet high standards –work towards the achievement of the criteria for adequate yearly progress –analyze the effectiveness of programs over time.

17. Data Driven Culture Exemplary All instructional staff members are involved in collaborative teams that analyze state, district, school and classroom assessment information to: –plan instruction –set curricular priorities directed at assuring that all students meet high standards –work toward achievement of the criteria for adequate yearly progress and analyze the effectiveness of programs over time.

18. Data Driven Culture Exemplary On-going support is provided for all staff members and teams to refine their skills in the use of data to make decisions that affect individual students and school programs.

20. Characteristics of a Culture of Quality Data As you view this video clip, compile a list on the worksheet of the characteristics that demonstrate a culture of quality data In your table groups, discuss your lists and develop a group list on chart paper provided Report out to the large group

21. The school’s culture… dictates, in no uncertain terms, “the way we do things around here.” Ultimately, a school’s culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board or even the principal can ever have… Roland Barth (2001)

22. Continuum of Community Function 22 Toxic Laissez-faire Congenial Collaborative Accountable Toxic – All about the teacher, adults not nice to one another or to the students Laissez-faire – Teacher centered, autonomous, individual contractors Congenial – Counterfeit, confuse niceness w/collaborative, focus not on kids Collaborative – Have structures and skills in working together for improved student achievement Accountable – Able to acknowledge and deal with difficult data effectively; Move beyond familiar solutions and approaches; Let go of instructional practices that do not work; Call one another on unmet expectations or violated norms. Source: Skillful Leader II, Warnock presentation

23. Changing Cultures Bringing about cultural change in any organization is a complex and challenging task. Phil Schlechty (2005) refers to the challenge of reculturing as “disruptive change” because it “calls upon the system and those who work in it to do things they have never done”. It has been referred to as “2 nd order change”- a dramatic departure from the expected and familiar.

24. CHANGE is difficult… Those who undertake a 2 nd Order Change - such as transforming their schools into Professional Learning Communities must realize that change is difficult but not impossible. Anxiety, discomfort and conflict will accompany 2 nd Order Change initiatives. 24

25. 1 st and 2 nd Order Change First Order Change: Extension of past Within existing paradigms Consistent w/ current norms, values Incremental Linear Implemented w/ current knowledge, skills Implemented by experts Second Order Change: Break w/ past Outside existing paradigms Conflicts w/ current norms, values Complex Non-linear Requires new knowledge, skills Implemented by stakeholders

26. 26 Change – The New Constant Leadership traits can positively AND negatively effect achievement (for students and organizations) Second Order Change is the only transformational change

27. 27 Balanced Leadership Research McREL’s work (69 studies/research) has determined there are –11 critical leadership responsibilities when leading 2 nd Order change As these responsibilities were analyzed –7 positively correlate –4 negatively correlate

28. 28 Positive Correlates to 2 nd Order Change Change AgentComfortable planning w/ uncertain outcomes, consistently considers new, better ways of doing things FlexibilityAdapts leadership behavior to current needs, comfortable w/ and open to dissent, can be directive or non-directive as situation warrants Ideals & BeliefsStrong professional beliefs (shared) about teaching and learning, behavior consistent w/ beliefs Intellectual StimulationSelf, faculty, staff are aware of current theories and practices, discussion of these is regular practice, continually reading an expectation Knowledge of CIAKnowledge of current best practices, provides guidance about effective classroom practice, discussion of practices intentional and regular OptimizerInspires self and staff to accomplish things thought to be beyond grasp, positive attitude about ability of staff to accomplish substantial goals, driving force behind major initiatives Monitor / EvaluateRegular monitoring and evaluation of curriculum, instruction and assessment is expected, discussed, planned for

29. 29 Negative Correlates to 2 nd Order Change CommunicationBeing accessible, develop effective means to communicate regularly with staff, maintain open and effective types of communication CultureFoster shared beliefs and a sense of community and cooperation, promote sense of well-being and understanding of purpose (shared vision of what is the important work) InputInvolve staff in important decisions and implementation, provide opportunity for input and policy development OrderProvide and enforce clear structures, rules and procedures for staff and students, establish routines for running organization

30. 8 Common Mistakes 1.Allowing too much complacency Establish a sense of urgency 2.Failing to create powerful guiding coalition Create guiding coalition ID critical number of champions re: change process 3.Underestimating the power of vision Vision = direction, alignment, inspiration Without direction, individuals “do their own thing” Lack of direction leads to “permission” or “debate”

31. 8 Common Mistakes 4. Under communicating the vision by a power of 10 2 nd Order Change requires credible and frequent communication Important to communicate vision often Unite leadership focused on vision Action aligned to vision 5. Permitting structural, cultural obstacles to block change process Confront obstacles: PD, structures, staff, policy 31

32. 8 Common Mistakes 6. Failing to create short-term wins Build on incremental gains; avoid “long march” ID goals, performance criteria, celebrate 7. Declaring victory too soon Know difference between “win” and “victory” Successful change must be anchored in culture Celebration provides impetus to tackle bigger problems 8. Neglecting to anchor changes firmly in culture “Change” is part of the way we do things Behaviors must be rooted in social norms, shared values 32

33. Managing Complex Change Source: Ambrose, Adapted from Villa and Thousand (1995) 33 Required ElementsResult VisionSkillsIncentivesResourcesAction PlanCollegialityPositive Change *** Skills Incentives Resources Action Plan Collegiality Confusion Vision *** Incentives Resources Action Plan Collegiality Anxiety Vision Skills *** Resources Action Plan Collegiality Resistance Vision Skills Incentives *** Action Plan Collegiality Frustration Vision Skills Incentives Resources *** Collegiality Treadmill Vision Skills Incentives Resources Action Plan *** Isolation

34. 34 Complex Change… Requires leadership greater than one person can provide. Distributed leadership maximizes the collective strengths of individuals in a coherent, adaptive, and sustainable organization. It requires individuals to assume responsibility, take action, learn and grow for the benefit of the whole.

35. Principals’ Disperse Leadership No single person has the expertise, influence, and energy to initiate and sustain a substantive change process. Principals may need to be directive on occasion. Principals must relinquish a measure of control and help others participate in building leadership throughout the school

36. Write your answer to this question… What is the one thing a principal can do that (if done well) will make a difference in his/her organization?

37. A principal’s responsibility is… to create the conditions that help the adults in this building continually improve upon their collective capacity to ensure all students acquire the knowledge, skills, and dispositions essential to their success.

38. In the past three decades the view of the principalship has evolved. 1980’s – Era of instructional leadership Aggressive, dynamic, assertive, and high directive principals 1990’s – Era of transformational leadership Reduction of principal control; staff empowered to make their own decisions 2000’s – Era of shared leadership Expertise is widely distributed throughout the school rather than vested in a person or position. Have to be clear on roles of principal, leadership team and superintendent and understand when rules are loose and when they are tight

39. First Steps in Reculturing The culture of an organization is found in the assumptions, beliefs, values, expectations, and habits that constitute the norm for that organization. Creating a PLC in a school or district requires – and, in fact, is synonymous with – changing the culture (reculturing) Reculturing is extremely difficult, and neither top down nor bottom-up strategies have proven effective in reculturing schools or districts. The most powerful concept for bringing about the necessary transformation to become a PLC is the concept of a simultaneously loose and tight culture.

40. How do we impact culture? Begin by focusing on changing BEHAVIORS. Attitudes follow behavior. That means people accept new beliefs as a result of changing their behavior. (Fullan) Behaviors and emotions change before beliefs so we need to act in a new way before we get insights and feelings related to new beliefs. (Elmore)

41. What will it look like? From … A focus on teaching Emphasis on what was taught Coverage of content Infrequent summative assessments Remediation Isolation To … A focus on learning A fixation on what students learned Demonstration of proficiency Frequent common formative assessments Intervention Collaboration

42. Outcome Identify roles that need to be involved in building a culture of quality data

43. Roles: Example What is the technology leader's role in helping to create a culture of collaboration? Summary of actual responses from district technology leaders: –Support efforts toward collaboration by attendance and participation. –Be a part of that culture. The trust factor is critical for the tech leader to be an effective resource. The tech director needs to be seen and trusted as an educator. –The technology leader's role is to act as an active member of the school's leadership team that models collaboration and creates an environment that supports collaboration for all stakeholders. –Model and promote means to improve collaboration, communication, data access, analysis, and reporting.

44. Identify Roles Get into small groups and choose a recorder who has a laptop with Internet access As a group, begin to enter in the Key Responsibilities of your assigned role and Key Questions that your role should be asking in building a culture of quality data

45. Sample

46. Outcome Encourage and model collaboration

47. Encourage and Model Collaboration: Video Sample Setting the stage: Show video clip from Leadership Video to demonstrate the role of the superintendent in encouraging and modeling collaboration Brainstorm: What does collaboration look like in a culture of quality data?

48. “The Collaborative Advantage.” Educational Leadership Dec/Jan (2009) Jigsaw Activity –Describe the types of collaboration you noticed occurring in the reading

49. Resources ASCD article is on flash drive cannot be distributed unless you are an ASCD member (50 copies), or you have requested from Calhoun ISD that you wish to make print copies. We have been given print permission by ASCD to use for this module. See the ‘Resources’ tab for the article ‘What Came First – the Data or the Decision?’ as another reference.

50. Outcome Identify which data mining strategies are useful for various roles/settings

51. Identifying Data Mining Strategies As a group, begin to enter in the Data Mining Strategies of your assigned role that you should be utilizing in building a culture of quality data

52. Outcome Identify the leader’s role

53. Leadership Video Contents

54. Identifying the Leader’s Role Show video clip to demonstrate the role of the [superintendent, principal, curriculum coordinator] in encouraging and modeling collaboration

55. While Watching Video… Individually note: –What is the role of the [superintendent, principal, curriculum coordinator] in creating a culture of quality data? –What things do you do that help your staff know you are about improving student achievement? –What evidence do you see in your district that you are making progress in creating a culture of quality data? –What are the hurdles you have faced and your suggestions for overcoming them? Group work when done – summarizing notes

56. Outcome Understand how data quality impacts a culture of quality data

57. The Impact of Quality Data Real Life Example: http://www.youtube.com/watch?v=k4gj_Rd tKCw http://www.youtube.com/watch?v=k4gj_Rd tKCw

58. The Impact of Quality Data In small groups, answer these questions: –What is the impact of missing kids? –What is the impact of mislabeling kids? –What is the impact of having only historical data? –What other systems depend on student data?

59. Outcome Navigate staff through identifying SMART goals based on data

60. Assessing the Culture of Quality Data

61. Assessment Plan What information does it hold? Why is it necessary?

63. S.M.A.R.T. Goals – Building Level Are goals that are S SpecificFocus on the vital areas, specific targets M MeasurableMultiple measures, frequent, to assess learning A AttainableMotivation to strive/stretch to achieve R Results-orientedConcrete benchmarks to achieve T Time-boundBuilds accountability and commitment

64. S.M.A.R.T. Goals They must be: –Aligned with the broader, overarching district and building goals –Based on data Example: 90% of all students will reach proficiency (80%) on the district quarterly assessments given throughout the 09-10 school year. Adapted from the work of Mike Schmoker, 2008

65. “Goal setting is the single most powerful motivation tool in a leader’s toolkit.” (Blanchard)

66. Data for Student Success Key Contact Information General –www.data4ss.orgwww.data4ss.org –contact@data4ss.orgcontact@data4ss.org Mary Gehrig, Assistant Superintendent, Calhoun ISD –gehrigm@calhounisd.orggehrigm@calhounisd.org Mike Oswalt, Assistant Superintendent, Calhoun ISD –oswaltm@calhounisd.orgoswaltm@calhounisd.org Becky Rocho, Assistant Superintendent, Calhoun ISD –rochob@calhounisd.orgrochob@calhounisd.org Maureen Slamer – Data 4SS PD Director, Calhoun ISD –slamerm@calhounisd.orgslamerm@calhounisd.org Andrew Henry – Inquiry Tool Senior Project Manager –andrew.henry@redcedarsolutionsgroup.comandrew.henry@redcedarsolutionsgroup.com Stephen Brodeur – Inquiry Tool Project Coordinator –stephen.brodeur@redcedarsolutionsgroup.comstephen.brodeur@redcedarsolutionsgroup.com