The Critical Role of Data Teams and School Improvement Planning Iowa, Mississippi Bend AEA

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1 The Critical Role of Data Teams and School Improvement Planning Morning Session, February 2, 2010 By Brian McNulty, Ph.D. The Leadership and Learning Center LeadandLearn.com

2 Dr. Brian McNulty Dr. Brian McNulty is the Vice President of Leadership Development for The Leadership and Learning Center. Brian brings 30 years of experience as a nationally recognized educator in leadership development to his current position at The Leadership and Learning Center. Prior to this he served as the Vice President for Field Services at the Mid-continent Research for Education and Learning (McREL). Before coming to McREL, he was an Assistant Superintendent for Adams County School District 14, and the Assistant Commissioner of Education for the Colorado Department of Education. Brian's work and writing have been featured in books, scholarly journals and periodicals throughout the world. An author of more than 40 publications, Brian's most recent book, School Leadership that Works: from Research to Results, an ASCD publication is co-authored with Robert Marzano and Tim Waters. In addition to being a leading authority on Leadership Development, Brian's extensive experience in working with schools and districts, his knowledge of the research on school and district effectiveness and his ability to translate this research into practical applications have created the opportunities for him to work as a long term partner with school districts, state education agencies and other educational service agencies. He is also in demand as a keynote speaker. Brian can be reached at BMcNulty@LeadandLearn.com. The Leadership and Learning Center 317 Inverness Way South, Suite 150 Englewood, Colorado Toll Free: International: Fax: LeadandLearn.com

3 The Critical Role of Data Teams and School Improvement Planning February 2, 2010 Morning Session Outcomes Clarify role of the principal and building leadership team by: Reinforcing the purpose and benefits of the data team process Reviewing progress on your data teams Aligning priorities Gaining clarity on a few important things to focus on Why Do You Have a Building Leadership Team? What is the purpose of your team? Work individually to compose your list. Then work as a team to reach consensus. Report out. Page P-1

4 How Effective Are You at Achieving Those Purposes? Assess individually how effective you are at achieving the agreed-upon purposes. Rank on a a scale of 1 10 (with 1 being ineffective and 10 being highly effective) Report out to each other. What does this mean for your work? Two Ways to Learn as a School 1. Specific effective teaching practices Have you agreed on everyone learning some specific effective practices? Discuss What are they? How well are you doing? 2. Continuous learning of effective practices Data teams using data to determine needs, develop shared lessons and units, develop, administer, and score shared assessments, and develop interventions. What Should Be the Primary ay Work of Your Building Leadership Team? Page P-2

5 Primary Responsibilities of the Principal and Building Leadership Team 1. Provide a focus. 2. Measure and provide feedback. 3. Provide opportunities for continuous learning. Primary Responsibilities of the Principal and Building Leadership Team 1. Provide a focus for learning and student achievement Data use and modeling Professional development Communication How clear is your team on your focus for improvement? How clear are you on the your strategies for data use, PD, and communication? The Question We Need to Answer Can we learn anything important together as a whole staff? Page P-3

6 Can you identify something effective that you have learned and applied as a whole staff? By yourself Identify an example of something that you have learned and effectively implemented as a whole staff at any school that you have worked at. Share these at you table. Can you identify something from your own school? A Metaphor for Our Learning Fractal Learning Experiences Fractal Learning Experiences Small focused experiences that: Have system-wide impact Are conducted in a relatively short period of time Display the strengths and weaknesses of the organization Page P-4

7 Fractal Learning Experiences Small focused experiences that: Provide for a collective Mastery experience Develop individual and collective efficacy Provide a learning experience for the system Data from Implementation of Effective Practices You Need 75 to 90-percent Implementation Primary Responsibilities of the Principal and Building Leadership Team 2. Measure and provide feedback on the effectiveness of the improvement efforts Assessment data formative and summative Rubrics for effective practices Feedback systems What tools, strategies and feedback systems do you have in place? What do you need to put in place? Page P-5

8 Primary Responsibilities of the Principal and Building Leadership Team 3. Provide opportunities for continuous learning Data team/ PLC learning instructional and assessment practices, modeling, shared accountability Can you describe your system for continuous learning? What should it be? Discuss. Review Three Areas of Improvement 1. Curriculum 2. Instruction 3. Assessment Page P-6

9 Importance of Data and Data Teams Role of the Principal The effect sizes of principals promoting and participating directly with teachers in the formal and informal learning of the use of data to influence appropriate instructional activities, was more than twice as powerful as any other leadership dimension. Fullan, 2008 Page P-7

10 Teacher perceptions of principal data use had a significant and positive effect on their data use throughout the year. Significant at the p. 001 level Filbin, 2008 What actions does the principal need to take to strengthen data use in your buildings? Work first in pairs Create a list of actions that the principal should take to strengthen data use in your building. Work as a BLT to develop a prioritized (manageable) list of actions the principal can take to strengthen data use in the building. Develop a timeline for implementation. Importance of Teaching Page P-8

11 Strong instructional leadership around the use and application of data to inform instructional effectiveness has been found to be tied to both: Higher levels of collective efficacy and Greater student achievement gains. Filbin, 2008 High-Quality Instruction Review the Following List Do you think that this is the right set of learning principles? Discuss. Do you focus on these principles now? How? Describe what you do now to address these? What else do you need to do? Is this the work of the data teams? Should this be? Discuss. Page P-9

12 Principles of Teaching for Understanding 1. Active in-depth learning 2. Authentic, formative assessments 3. Opportunities for collaboration 4. Attention to prior knowledge, experience, and development 5. Knowledge organized around core concepts and connections 6. Development of metacognitive skills Darling-Hammond et al., 2008 School-Wide Data Use and ddata Teams High performing schools and school systems use student data in all facets of their work to continuously inform and improve their instruction. Amanda, Park, & Kennedy, 2008 Page P-10

13 The effective use of data to make decisions enhances the ability of schools to become learning organizations by directing continuous improvement efforts. Amanda, Park, & Kennedy, 2008 A comprehensive five-year study found that where teachers formed active professional learning communities... Achievement increased significantly in reading, math, science and history. Student absenteeism and dropout rates were reduced. Darling-Hammond et al., 2009 Review the Following How clear are you on the following five criteria? How clear are each of the building data teams on these five criteria? What does this mean for your progress? Discuss. Page P-11

14 Five Essential Criteria: 1) At each school, educators organize into small learning teams that meet frequently, at least once a week but preferably several times a week or, even better, daily. Do you meet this criteria? Discuss. Mizell, 2007 Five Essential Criteria: 2) Each team member collaborates to reach consensus in identifying one or two major learning issues that are impeding the achievement of their students. (The problems identified are those that they can address successfully by improving pedagogy, curriculum, or the school s organization.) Do you meet this criteria? Discuss. Mizell, 2007 Five Essential Criteria: 3) Each learning team takes initiative to learn whatever is necessary for its participating educators to address the learning needs of their students more effectively. Do you identify the specific learning needs of specific students? Do you provide specific interventions? Discuss. Mizell, 2007 Page P-12

15 Five Essential Criteria: 4) The team members practice applying what they learn for the specific purpose of raising the achievement of a sub-population, or of all their students. Do you identify specific teaching practices that everyone will implement? Does everyone implement these practices? Discuss. Mizell, 2007 Five Essential Criteria: 5) At subsequent meetings of the team, the educators share their implementation progress and problems, and team members support each other as they refine their learning and implementation until there is hard evidence that student achievement is increasing. Does this happen? Discuss. Mizell, 2007 What are your responsibilities of the Building Leadership Team in achieving ing these outcomes? Page P-13

16 School-based leadership teams take responsibility for organizing, calendaring, supporting, monitoring, and assessing the school s professional learning teams. Mizell, 2007 Review the Following Slide What does this mean for your data teams? What actions do you need to take as a leadership team? Schools That Doubled Their Performance Followed a Set of Similar Strategies: Set goals Analyzed student data Used formative assessments Collectively reviewed evidence on good instruction Used time more productively Were led by leaders providing instructional leadership Hattie, 2009 Page P-14

17 Where Are Your Teams in the Process? Review pages 3 4 of the handout PLC Audit. Review each item individually and score your school. Once completed Compare and discuss your scoring What does this mean in terms of your work? What is the most important priority? Page P-15

18 An Audit of Our Commitment to Key PLC Concepts DIRECTIONS FOR COMPLETING THIS AUDIT: Individually, silently and honestly assess the current status of your school for each indicator according to the levels of implementation identified. Part I. Learning as our Fundamental Purpose We acknowledge that the fundamental purpose of our school is to help all students achieve high levels of learning, and therefore we are willing to examine all of our practices in light of their impact on learning. Indicator Pre-Initiating Initiating Implementing Developing Sustaining We work with colleagues on our team to build shared knowledge regarding state standards, district curriculum guides, trends in student achievement, and expectations for the next course or grade level. This collective inquiry has enabled each member of our team to clarify what all students must know and be able to do as a result of every unit of instruction. We work with colleagues on our team to clarify the criteria by which we will judge the quality of student work, and we practice applying those criteria until we can do so consistently We monitor the learning of each student on all essential outcomes on a timely basis through a series of frequent, team-developed formative assessments that are aligned with district and state assessments. We identify the specific standard or target each student must achieve on each of the essential skills being addressed by the formative assessment. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school.

19 An Audit of Our Commitment to Key PLC Concepts 2 Part I. Learning as our Fundamental Purpose (Continued) We acknowledge that the fundamental purpose of our school is to help all students achieve high levels of learning, and therefore we are willing to examine all of our practices in light of their impact on learning. Indicator Pre-Initiating Initiating Implementing Developing Sustaining We provide a system of interventions that guarantees each student will receive additional time and support for learning if he/she experiences initial difficulty. Students are required rather than invited to devote the extra time and receive the additional support until they are successful. We have developed strategies to extend and enrich the learning of students who have mastered essential skills. We continually work together to identify policies and procedures that encourage learning in areas such as homework, grading, discipline, recognition, etc. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We have begun to do this, but at this stage of the implementation process, many staff approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff approach the task with a sense of compliance rather than commitment. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school.

20 An Audit of Our Commitment to Key PLC Concepts 3 Part II. Building a Collaborative Culture Through High Performing Teams We are committed to working together to achieve our collective purpose of learning for all students. We cultivate a collaborative culture through the development of high-performing teams. Indicator Pre-Initiating Initiating Implementing Developing Sustaining We are organized into collaborative teams in which members work together interdependently to achieve common goals. We are provided time during the contractual day and school year to meet as a team. We use team time to engage in collective inquiry on questions specifically linked to gains in student achievement. We have developed and adhere to team norms. Each team is called upon to generate and submit products which result from its work on the critical questions related to student learning. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school.

21 An Audit of Our Commitment to Key PLC Concepts 4 Part III. A Focus on Results We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement. Indicator Pre-Initiating Initiating Implementing Developing Sustaining Each of our teams has identified a SMART goal that aligns with one of our school goals. Each member of the team receives frequent and timely feedback regarding the performance of his/her students on team, district and state assessments. We use common assessments to: a) identify students who need additional time and support for learning; b) discover strengths and weaknesses in our individual teaching; and c) help measure our team s progress toward its goals. For each of the academic and affective goals we have identified for students, we ask, How do we know if our students are achieving this goal? We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We have not yet begun to address this issue. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We are talking about this, but have taken no significant action to make it a reality. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have begun to do this, but at this stage of the implementation process, many staff members approach the task with a sense of compliance rather than commitment. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. We have moved beyond initial implementation and continue to work our way through the process. Support is growing, but changes remain fragile. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. This practice is deeply embedded in our culture. Most staff are committed to doing this and feel it is an important factor in the collective effort to improve the school. Rick DuFour and Rebecca DuFour (2006)

22 Successful PLC Meeting Video What Was Successful? Why? Page P-16

23 Unsuccessful PLC Meeting Video What was Unsuccessful? Why? Page P-17

24 Review Implementation Map Page-Map 7 Page P-18

25 Data Teams Implementation Map Map 1 Data Team Implementation Map 317 Inverness Way South Suite 150 Englewood, Colorado (800) by The Leadership and Learning Center Data Teams Implementation Map Template modified

26 Data Teams Implementation Map Map 2 Introduction Community Schools has committed to district-wide implementation of the Data Team concept. Data Teams is a proven set of processes that, when implemented, help educators to apply data-driven decision making at the classroom practitioner level (Besser, Davis & Perry, 2006). Reeves (2002) has suggested that data teaming helps perpetuate a data-friendly environment and takes the struggle out of working with data by clearly and specifically identifying areas of student need; at the same time, it reduces the isolation of teachers by encouraging effective collaboration. What Is An Implementation Map? An Implementation Map is a means of describing what an innovation (e.g., Data Teams) looks like when fully implemented (Hall & Hord, 2006). The following implementation map paints a series of word pictures of the adult behaviors and practices in Schools and also describes the behaviors and practices as Data Teams move from the Not Proficient variation toward the Exemplary variation, the behaviors and practices described increasingly approach the more ideal practices viewed by the school district. An implementation map is divided into the operational characteristics or key components of the innovation which distinguish it from other approaches. The Data Team I Map consists of six key components. For each component in this Data Team map there are four variations (stages) in the implementation process ranging from Exemplary (the desired state) to Not Proficient (implementation has not yet begun). What Is the Purpose of An Implementation Map? An implementation map helps everyone (e.g., teachers, principals, central office staff, etc.) involved in implementing the innovation develop a common understanding of where they are headed. Having the end in mind helps us focus our efforts and avoid the problem of everyone doing things differently under the name of the innovation. Additionally, an implementation map helps individuals and organizations figure out where they are and what they need to do to move toward full implementation. For example, individual teachers, Data Teams, and school/district leadership can use the map to determine progress in implementing this innovation and decide where to target specific training that will be most effective in moving teams toward the desired state. How Will We Use the Implementation Map? Faculty should use this document to determine what variation within each Data Team component predominates. Data Teams reflections should be as candid as possible when determining their level of performance; this is not a rating tool, but a tool of self-reflection that will help teams determine where they 2009 by The Leadership and Learning Center Data Teams Implementation Map Template modified

27 Data Teams Implementation Map Map 3 are in the implementation process. Furthermore, every Data Team will be at different stages in different components. We expect that many teams will be in the early stages of implementation since we have just begun to explore the concept and framework of Data Teams. When deciding what variation (e.g., Proficient, Partially Proficient, etc.) your Data Team is at in a given component, please note that ALL descriptors must be satisfied to be at a particular variation. That is, if your Data Team does not fully match the description given within a variation, please mark the next lower variation. Remember, we have three to five years to figure this out, so take time to learn the knowledge and skills needed to implement Data Teams to a high level. As a measurement tool, principals may elect to have Data Teams self-assess in all six components or specific components monthly. By summarizing the data they collect (e.g., the specific variations, which predominate in their school s Data Teams ), principals can model for their staff how to use data to inform behaviors and practice. That is, the data they collect can be used to create precise plans and access sufficient resources to implement the desired expectations. For example, a school-wide professional development committee could use the implementation maps to determine how well its current system aligns with the school district s expectations. Or, school principals could observe teachers (Data Teams) and an implementation map completed for each. The summary would be a tally of mow many Data Teams were at each of the variations for each component. The implementation maps can also be used as a rubric in connection with interviews, focus groups, or direct observation of the staff. Moreover, the monthly data will allow principals the opportunity to set goals and plan for continuing assistance and coaching for colleagues as they implement the Data Team expectations. When the implementation maps are used to assess the current level of implementation, users will identify areas of strength and obstacles. Because the implementation maps describe ideal practice, users can clarify the next steps to take in the process by examining the levels between current and ideal. They can plan appropriate interventions to help reach higher levels of implementation. References Besser, L., Anderson-Davis, D., & Peery, A. (2006). Data teams. Englewood, CO: Advanced Learning Press. Hall, G. E., and Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes (2 nd ed.). Boston: Allyn and Bacon. Reeves, D. B. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco: Jossey-Bass by The Leadership and Learning Center Data Teams Implementation Map Template modified

28 Data Teams Implementation Map Map 4 A. Curriculum Mapping & Examining Expectations B. Create & Administer Common Post-Assessment F. Routinely Apply, Monitor, and Measure Norms of Collaboration Data Teams C. Five-Step Data Team Process E. Assess Efforts and Reflect On Teaching to Determine Next Steps D. Teach, Assess, Teach, and Assess 2009 by The Leadership and Learning Center Data Teams Implementation Map Template modified

29 Data Teams Implementation Map Map 5 A. Curriculum Mapping and Examining Expectations Component Description: Developing a yearlong curriculum map and determining what essential concepts and skills students must master as a result of your teaching. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category have been successfully met. In addition: -Teachers function as a team. They work interdependently to identify collective curriculum goals, develop strategies to achieve those goals, gather relevant data, and learn from one another. -Support and cooperation characterize relationships with colleagues. Teachers take initiative in assuming leadership within the Data Team process by mentoring and coaching other teams in need of assistance. -Teacher s collectively examine expectations (state standards or frameworks, district Power Standards, unwrapped standards, to develop a yearlong curriculum map (i.e., intended to depict what and when essential content and skills are to be taught). -Teachers construct a common pacing guide to be used in the teaching of the content during the year to give students ample time to learn and apply skills. -Teachers align their area of instructional focus so as to support the school and district improvement targets. -Teachers recognize a common curriculum that they are responsible for teaching, but there is little agreement regarding the essential content and skills to be learned and applied by students. -Teachers use a variety of criteria in determining how content should be sequenced, which varies from teacher to teacher. -Teachers instructional areas of focus based more on favorite lessons, which may or may not align with the school s improvement targets. -Teachers plan for and deliver instruction in isolation. There is little awareness of what or what colleagues are teaching. -Teachers instructional areas of focus vary from teacher to teacher. -Teachers are unaware of what the school or district improvement targets are by The Leadership and Learning Center RSM--Data Teams Implementation Map Template modified

30 Data Teams Implementation Map Map 6 B. Create and Administer Common Post-Assessment Component Description: Together, teachers agree on proficient student performance and create a common postassessment and administer the assessment both BEFORE/AFTER teaching. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category have been successfully met. In addition: -Data Team members routinely interact with other Data Team members in an ongoing cycle of systematic gathering of data to shape and inform instructional and curricular practices. -Teachers frequently engage in cross-peer scoring of the assessments, analyze the results, and discuss ways to achieve improvements in student learning. -Teachers meet routinely to create common post-assessments and reach agreement on what proficient student work looks like. -Teachers administer the common post-assessment before teaching, which becomes the pre-assessment. -Teachers gather student achievement data that enables them to identify and monitor individual teacher as well as Data Team goals. -Teachers administer the common post-assessment at the conclusion of the teaching time (i.e., unit, quarter, month, etc.) based on what students must know and be able to do (standards, framework). - Teachers collaboratively score the assessments, analyze the results, and discuss ways to achieve improvements in student learning. -Teachers occasionally meet to create common post-assessments, which are aligned with large-scale assessments in terms of what students need to know and do. -Teachers assess to determine which students have learned the content and to what degree in order to assign a grade. -Teachers may or may not collaboratively score student work, but when they do the process breaks down due to disagreements over interpretations of scoring guides (rubrics) and/or a lack of agreement of what proficient student work looks like. -Teachers never meet to create common post-assessments, which are aligned with large-scale assessments in terms of what students need to know and do. -Teachers work in isolation from one another. That is, instructional planning, teaching, and assessment are highly individualistic. -Teachers assess students at the end of a unit, chapter, quarter, etc to determine a grade by The Leadership and Learning Center Data Teams Implementation Map Template modied

31 Data Teams Implementation Map Map 7 C. Five-Step Data Team Process Component Description: Teachers collectively examine how well students are doing, relate this to how they are teaching, and then make mid-course corrections to help all students achieve high standards. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category have been successfully met. In addition: -Data Team members provide support (coaching and modeling) and guidance to other Data Teams who might be struggling with parts of the process. -Teachers explore and experiment with alternative combinations of Data Team practices (i.e., meet twice a month to examine together how well students are doing, relate this to how they are teaching, and then make improvements) to maximize student outcomes. -Teachers identify desired results from both the student as well as the adult practices. -Teachers apply the Data Team process smoothly with minimal management problems. -Teachers routinely examine data from common formative assessments to analyze strengths/obstacles to proficient and higher student work. Teachers establish goals directly related to annual school goals. -Teachers select 1-2 common instructional strategies to improve current levels of achievement. -Teachers agree on what proficient use of the instructional strategies looks like. -Teachers describe desired student result indicators. -Teachers assess efforts and reflect on teaching to determine next steps. -Teachers manage the Data Team process with varying degrees of efficiency. The flow of actions is often disjointed, uneven and uncertain. -Staff members participate in the Data Team process. Findings generated by this process are beginning to influence classroom practices. -Teachers may misinterpret the intent of step 4 (select instructional strategy); they tend to select many instructional strategies they might use during teaching without reaching agreement as to what fidelity of use of the strategies actually looks like. -Teachers may or may not spend time reflecting on the process prior to moving on. -Teachers take no discernible action toward learning about or using the Data Team concept. -Some staff members participate in pilot action projects. The sharing of findings is largely informal. -Teachers demonstrate little attachment to anything or anybody therefore teacher isolation predominates. Teachers seem more concerned with their own identity than a sense of shared community. -Teachers either never or rarely take time to share ideas and best lessons with their colleagues to develop and improve instruction by The Leadership and Learning Center RSM--Data Teams Implementation Map Template modified

32 Data Teams Implementation Map Map 8 D. Assess, Teach and Access Component Description: Assess (formative marker use part or all of the pre/post assessment checking to see position of students in relation to proficiency of expected outcomes), teach (some more), and assess or administer post assessment. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category have been successfully met. In addition: -Teachers make certain that students take an active, rather than passive, role in the assessment of their own work through the use of selfassessment. -Teachers seek out colleagues who are having difficulty implementing this component for opportunities to provide professional development and apply this new learning in her classroom. -Teachers administer the common postassessment before teaching, which becomes the pre-assessment. -Teachers use pre-assessment results to plan for the instructional needs of individuals and groups of students. -Teachers assess student understanding of the particular standards that the grade-level or department educators are focusing on in their individual instructional programs. -Teachers occasionally interrupt instruction to use part or all of the pre/post assessment to check student learning so that mid-course corrections can be made. -Teachers occasionally administer the common postassessment before teaching. -Teachers use assessment results to plan for the instructional needs of the class as a whole. -Teachers implement the instructional strategy selected but with varying degrees of fidelity. -Teachers use the results from the common post-assessment to determine which students have learned the content and to what degree in order to assign a grade. -Teachers rarely administer the common post-assessment before teaching. -Assessment results only minimally affect planning for the instructional needs of students. -Teachers cannot agree upon a common instructional strategy they will all implement in order to help identify best practices by The Leadership and Learning Center Data Teams Implementation Map Template modified

33 Data Teams Implementation Map Map 9 E. Assess Efforts and Reflect On Teaching to Determine Next Steps Component Description: The capacity to examine student performance data and results to understand the consequences of adult actions on student achievement in order to determine next steps. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category have been successfully met. In addition: - Data Team members routinely interact with other Data Team members in an ongoing cycle of continuous improvement. -Each Data Team member participates in an ongoing cycle of systematic gathering of data to shape and inform instructional and leadership decisions. -The Data Team creates and displays a data wall that reflects both effect (student) data as well as cause (adult) data. -Teachers routinely administer the common post-assessment. -Teachers submit postassessment data to team leader for graphing prior to meeting. -Teachers examine postassessment data and collaboratively discuss what the data represent. -Teachers use student work collected, analyze strengths and obstacles, determine degree of improvement, and intervention needs. -Teachers use cause and effect data to determine next steps. -Begin process again with the next critical expectation based on the pacing guide. -Teachers occasionally administer a common postassessment. -Teachers tend to bring postassessment data to the meeting with them. -Teachers are sometimes reluctant examine postassessment data and collaboratively discuss what the data represent out of fear of being compared to one another. -Teachers occasionally use student work collected, analyze strengths and obstacles, determine degree of improvement, and intervention needs. -Teachers use cause and effect data with varying degrees of fidelity. -Teachers cannot agree on a common post-assessment to administer. -Teachers have no common ground on which to compare assessment data. -Teachers make no effort to share student achievement results with others. -Teachers engage in no professional development activities to enhance knowledge or skill. -Teachers tend to identify variables that they don t control as impediments to learning (i.e., SES, language, etc.). Therefore identifying next steps is problematic by The Leadership and Learning Center Data Teams Implementation Map Template modified

34 Data Teams Implementation Map Map 10 F. Routinely Apply, Monitor, and Measure Norms of Collaboration Component Description: Developing the capacity to join individual thinking and feeling into a shared pool of meaning which continually flows and evolves, carrying all members into new, deeper levels of understanding, which none of the group could have foreseen. Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) There is clear evidence Data There is clear evidence Data There is clear evidence Data Team members often... Team members seldom... Team members never... All criteria for the proficient category have been successfully met. In addition: -The Data Team Norms of Collaboration are practiced at the expert levels. Consequently Data Team members seek out ways to help members of other Data Teams improve their professional practice of these essential commitments. -Talk with each other about their situations & the specific challenges they face. -Share, observe, & discuss each other s teaching methods and philosophies. -Teachers work together to develop shared understandings of students, curriculum & instructional practice, but also produce materials & activities that improve instruction, curriculum and assessment. -Through words & actions affirm their common values concerning their collective focus on student learning. -Teachers take risks in trying new techniques and ideas & make efforts to learn more about their profession. -Talk with each other about their situations & the specific challenges they face. -Share, observe, & discuss each other s teaching methods and philosophies. -Teachers work together to develop shared understandings of students, curriculum & instructional practice, but also produce materials & activities that improve instruction, curriculum and assessment. -Through words & actions affirm their common values concerning their collective focus on student learning. -Teachers take risks in trying new techniques and ideas & make efforts to learn more about their profession. -Talk with each other about their situations & the specific challenges they face. -Share, observe, & discuss each other s teaching methods and philosophies. -Teachers work together to develop shared understandings of students, curriculum & instructional practice, but also produce materials & activities that improve instruction, curriculum and assessment. -Through words & actions affirm their common values concerning their collective focus on student learning. -Teachers take risks in trying new techniques and ideas & make efforts to learn more about their profession by The Leadership and Learning Center Data Teams Implementation Map Template modified

35 Oceanview Elementary Video What Did You See Here? 1. Data use specific classrooms, students, and teachers? 2. Role of the principal 3. Specific Instructional strategies 4. Interventions 5. Responsibilities and follow-up Page P-19

36 Review Implementation Map Review Page-Map 9 of the Data Team Implementation Map. How did the team in the video do? Rate your own team in this area. Discuss your next steps. Northside Middle School Page P-20

37 Northside Middle School What Did You See Here? 1. Assessment practices How are they using assessment data? 2. Review Page Map 6 of the Implementation Map, Create and Administer Common Post- Assessment. 3. Assess where they are. 4. Assess where you are. Lake Taylor High School Page P-21

38 Lake Taylor High School What Did You See Here? 1. Data use specific students, and teachers? 2. Interventions Assessing Your Data Teams/PLCs 10 Characteristics Ten Characteristics of PLCs 1. Data team members are clear about the knowledge, skills, and dispositions students need to acquire by the end of the course, grade level, or unit. DuFour, 2007 Page P-22

39 How clear are your data teams about the knowledge, skills, and dispositions students need to acquire by the end of the course, grade level, or unit? Discuss Ten Characteristics of PLCs 2. Teachers agree on the criteria they will use to assess the quality of student t work and can apply those criteria consistently. DuFour, 2007 How clear are your data teams on the criteria they will use to assess the quality of student work, and do they apply those criteria consistently? Discuss Page P-23

40 Ten Characteristics of PLCs 3. The data teams have developed common interim assessments to monitor each student s learning at several points during the year. DuFour, 2007 Have teachers developed common formative assessments to monitor each student s learning during the year, and how do they share this information? Discuss Ten Characteristics of PLCs 4. The team uses the interim assessment results to identify students who are having difficulty so teachers can provide timely, systematic interventions that guarantee struggling students additional time and support for learning until they have become proficient. DuFour, 2007 Page P-24

41 Have You Developed Prevention and Intervention Strategies? How effective are these? If not, are you prepared to develop them? Ten Characteristics of PLCs 5. Team members use assessment results to assess their individual and collective effectiveness, and constantly use data and their colleagues best practices to improve their own classroom practice. DuFour, 2007 What assessments do you use to assess individual and collective effectiveness? How do you assure the schoolwide implementation of best practices? Discuss Page P-25

42 Ten Characteristics of PLCs 6. Team members work interdependently to achieve SMART goals: Specific and Strategic (linked to school goals), Measurable, Attainable, Resultsoriented (focused on evidence of student learning rather than teacher strategies), Time-bound DuFour, 2007 Ten Characteristics of PLCs 7. Continuous improvement processes are built into the team s routine work practice. 8. Team members make decisions i not just by simply pooling opinions but also by building shared knowledge on best practices. DuFour, 2007 Ten Characteristics of PLCs 9. Each team demonstrates, through collective efforts, its determination to help all students learn at high levels. 10. Collaborative team time focuses on these critical issues. DuFour, 2007 Page P-26

43 The more you develop active professional learning communities within schools in which teachers observe each other s teaching, and work with school leadership to make ongoing improvements, the greater the consistency and quality of teaching across the whole school. Fullan, 2006 Although many factors affect professional community, the most significant factor is strong principal leadership. Wahlstrom & Louis, 2008 The Data Team Process 1. Collect and chart data. 2. Analyze strengths and obstacles. 3. Establish goals: set, review, revise. 4. Select instructional strategies. 5. Determine results indicators. Page P-27