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Runninghead:DATADRIVENDECISIONMAKINGPD
DataDrivenDecisionMaking:
AProfessionalDevelopmentModule
FatimaS.Nicdao
MarcC.Raymundo
LoyolaMarymountUniversity
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Runninghead:DATADRIVENDECISIONMAKINGPD
DataDrivenDecisionMaking:AProfessionalDevelopmentModule
Introduction
Datadrivendecisionmakingisimperativetothegrowthandsustainabilityofschools.
Strategicadministrativeleaders,dynamicfacultymembersandintegralsupportstaffmust
understandtheimportanceofgatheringandanalyzingdatatocreateactionablegoals.This
mindsetensuresthatthepolicies,practicesandproceduresoftheschoolarealignedwithwhat
theylearnedfromthedataandnotsubjecttowhimsorsubjectivityofoneorfewleaders.
However,notmanypeopleunderstandwhatdatais,howitiscollected,andhowtoanalyzeit.
Thisprofessionaldevelopmentwillincludetheobjective,materials,andproceduresfor
thethreehourmorningsession.Theproceduresareoutlinedinthefollowingpages.Training
materialsandexplanationscanalsobefoundinthisdocument.Inordertounderstanddatadriven
decisionmaking,theparticipantsmustgainacontextualunderstandingandimportanceofdata.
Thisbeginswithbackgroundondatadrivendecisionmakinganditsbenefits,anunderstanding
ofthethreepartsofaschoolanditsstakeholders,examplesofdatagatheredfrompastsurveys
andhowtheyareanalyzed,andcreateactionableplansfromthepresenteddata.Thenextpartof
thetrainingwillhaveparticipantsbrieflyunderstanddatalanguageandthenlookatstandardsfor
theirparticularroles(admin,faculty,orsupportstaff)tocreatetheirowndatagatheringtools.
Thetrainingendswithacollaborativeeffortforallthreepartstocollaborateandprovideinsight
onmakingadatagatheringinstrumentthatcanhelpthemstartpurposeful,actionableplansin
theirdepartments.
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Runninghead:DATADRIVENDECISIONMAKINGPD
DataDrivenDecisionMaking:ProfessionalDevelopmentPlan
TrainingTopic:BecomingDataLeaders
Time:3hours
ObjectiveoftheTraining:Toeducateadministration(AdministrativeLeadershipteam),faculty
(allClassroomteachers),andsupportstaff(Frontoffice,Marketing,Admissions,SocialMedia)
TrainingMaterials:
Trainer
GoogleSlidewithGeneralinformation
Agenda
ActivityDirections
EvaluationDirections
Trainees
LaptoporDevicewithGoogleApps
DataTrainingWebsite,WIFI
GiantEaselPosterBoardPostits
Pens,Pencils,andPostits
TrainingProcedures:
1. Beforethetraining,sendoutaprePDsurveytogetanideaofwhatmattersmosttothe
admin,facultyandsupportstaff.Createaninventoryonwhattopicsmeanclosesttoeach
group.ParticipantswillmarkoffinaGoogleform,whichtopicsmattermosttothem.
Sampletopicsareprovidedforeachtier:
a. AdministratorInventory:Cultureclimate,morale,professionalgrowth,
management,communication,collaboration,programs,sustainability
b. FacultyInventory:CurriculumDesign,ResponsetoIntervention,Course
Feedback,Tutoring,Bullying,SocialEmotionalLearning,
c. SupportStaffInventory:Frontofficereception,customerservice,Admissions,
Marketinganddevelopment
2. Participantswillbringalaptopdevice.Theywillgetalinktotrainingmaterialsona
websitewithinformationregardingthevalidityandhistoryofdatadriven
decisionmaking.Thewebsitewillhavetrainingmaterialsandinstructions.
3. ReviewthehistoryandimportanceofDataDrivenDecisionMaking(Rationale)
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Runninghead:DATADRIVENDECISIONMAKINGPD
4. ACTIVITY1:UnderstandingMean,MedianandMode.Have5participantsstandin
frontoftheroom.Explainthatthethirdpersonisthemedian,theiraverageageisthe
mean,andthemodeisthenumberoftimestheageisthesame.
5. ShowSampleDatafromSchools(TechnologyReportandCourseFeedback)andshow
howtoreadandanalyzethedata.
6. Discussion:Whatconclusionscanyoucomeupwhilelookingatthedata?Sharewith
yourgroup.Youcanchoosebetweeneducationaltechorpapermeanstogatherdata.
TECH:UsePadletorTodaysmeetandhavegroupsposttheiranswersbeforeexplaining
PAPER:WriteonStickyPosterboardandpresent
7. Havethegroupscreateonepracticeorproceduretheywilldodifferentlyasaresultof
theirunderstandingofthedata.
8. Participantswillreviewstandardsfortheirspecificarea:
a. Administrator:ReviewtheNationalStandardsandBenchmarksforEffective
CatholicSchools
b. FacultyInventory:ReviewtheCaliforniaStandardsfortheTeachingProfession
c. SupportStaffInventory:FourSeasonsCustomerServiceStandardandDevelop
InternalGuidelinesandManualsforCustomerTraining.
9. Discuss5standardsthatareimportanttoyourgroupandgivereasonswhy.Presentthisto
yourcolleaguesafter15minutes.(Playsomefun,energeticmusictogetthemthinking)
10. ACTIVITY2:ConceptualModelsWithyourgivenartsandcrafts,createaconceptual
modelofastandardyouthinkisveryimportantinyourdiscussion.(Playmusic)
11. PresenttheModelandexplainthestandardtothegroup.Whatkindofpracticesand
actionswillproducethisstandardinyourworksetting?
12. Nowthatparticipantsunderstandwhatisdata,howtointerpretitandwhatactionsshould
followafterconsultingdata,theywillproducetheirownsurveysandinstrumentsto
gathertheirowndata.
13. Participantsshouldcreateinstrumentsthatwill:helpthemunderstandtheirstakeholders
(students,parents,alumni),helpthemseewhichprogramsareviableandwhicharenot
conducivetothemissionandvision,helpthemunderstandwhatpracticesneedtochange,
andunderstandhowtheycaninnovatewithintheirfield.
14. Participantscancreatetheirdatainstrumentsbylookingtootherreliableandvalid
instrumentsormodifythemtofittheirschoolsneeds.Participantswillworkina
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Runninghead:DATADRIVENDECISIONMAKINGPD
collaborativeGoogleslideandwriteoutalltheirstatements.Otherparticipantscan
commentthesestatementson.Later,theycanputthesestatementson
15. ThePDwebsitewillhaveSurveysanddatainstrumentsthatcanhelpguidethe
participantsinunderstandinghowtocreatesurveys.Bycollectingthespecificdata,
administrators,facultyandstaffmustbepurposefulofwhattheywanttoaskandknow.
16. Attheend,therewillbeaProjectorWalkAllparticipantscanseetheslidesandgive
suggestionsorfeedback.
17. AskparticipantstocompleteanEvaluationandthankthem.
BackgroundInformation
Datadrivendecisionmakingisthecollection,examination,analysis,interpretation,and
applicationofdatatoinforminstructional,administrative,policyandotherdecisionsand
practice(Mandinach&Jackson,2012,p.22).Thereisasignificantdifferencebetweendatathat
showsattendance,grades,andnumberofdetentionsanddatathatshowsgrowth,regression,
schoolclimateculture,customerservice,andperceptionsofpolicies,practicesandprocedures.
Datadrivendecisionmakingconnectswithaccountability,schoolimprovement,and
educationalreforms(p.13).TheUnitedStatescreatedaresearcharmthatenforcedrigorasits
rallycryfordatadrivendecision.Easton,inMandinach&Jacksonstated,Rigorisimportant,
butifwedonotmeettheneedsofourstakeholders,wehavenotdoneourjobs(p.14).Data
becamethegoldstandardinwhichdecisionsineducationwouldmove.Formersecretaryof
education,MargaretSpellingssummarized,Dataisourbestmanagementtool.Ioftensaywhat
getsmeasured,getsdone.AccordingtoMandinach&Jackson,theemergenceofeducational
technologyhastoolsthatsupportdatadrivendecisionmaking.Furthermore,formative
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assessmentswerefoundtoinforminstructionmorethanstandardizedtesting.
InaCatholicschoolsetting,teachersaregivenautonomyoverteachingintheir
classrooms.Untilonlyrecently,Catholicschoolteachershavebeenconfinedtotheirsilosand
taughttheirway.Ifastudentdidnotlearnandreceivedalowgrade,itwasthestudentsfault.It
wasalwaysassumedthatheorshedidnotworkhardenoughorisnotcompetentenough.The
ArchdioceseofLosAngelesismovingtowardsmoreofacollaborativemovement(Professional
LearningCommunities)whichisslowlyeliminatingthisnotionoftheloneteacher.Asaresult,
dataisbeingconsultedforbestpracticesininstructionratherthanwhatateacherfeelsisbestfor
hisorherstudents.
Mandinach&Jacksonemphasize,Trainingondatadrivendecisionmakingisnotjust
professionaldevelopmentitisalifelongcommitmenttoaphilosophicalandholistic
transformationtowardcontinuousimprovement(Mandinach&Jackson,2012,p.19).
Datadrivendecisionmakingmakesinformationactionableknowledgewhendatausers
synthesizetheinformation,applytheirjudgmenttoprioritizeit,andweightherelativemeritsof
possiblesolutions(Marsh,Pane,2006,p.3).Thisisneitherapassingfadnorsomethingthat
onlyadministratorshavetotakeintoconsideration.Itisasystemicculturalshiftthatrequires
commitmentacrossalllevelsofaschooldistrict(p.19).Administrators,educatorsandstaff
mustbecommittedtobeinglifelonglearnersandnotworkinisolation.Mandinach,Honey,
Light,&BrunnerasquotedinMandinach&Jackson(2012)affirm,Acultureofdatadriven
decisionmakingcanhelpeducatorstoworkthroughthemorassofinformationtofindwaysto
createactionableknowledgefromdisparatedata.Administratorscanmakedecisionsbasedon
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Runninghead:DATADRIVENDECISIONMAKINGPD
datatohelpmovetheschooltowardsitsmissionandvision.Teacherscanusedataforeffective
instruction.Supportstaffcanusedatatoinformbestpracticesinmarketing,admissionsand
customerservice.
Data:AVehicleforSchoolImprovement
Easton(2009)inMandinach&Jacksonvieweddataasavehicleforschoolimprovement
asconceptualizedinafourstepprocess:1)Usedatatoidentifytheproblem,2)identifythe
possiblesolutions,3)monitorcontinuousprogressand4)useresearchtoexaminetheimpact(p.
19).Thisformulacanbeappliedacrosstheboardinmakingdecisionsintheadminlevelin
regardstofinancialdecisions.Teacherscanusethedatatodifferentiatetheirteachingstrategies
foramixedabilityclassroom.Kekahio&Baker(2013)reiteratetheimportanceofdatatomake
objectivedecisions,determinetheeffectivenessofaprogram,andtogetinsightonstudent
learning.Analyzingthedatainsophisticatedways,makingittransparentandusingittotruly
determinethestatusoftheschool,willhelpthevitalityofourcatholicschoolsystem(FinnJr,
2014).
GatheringData
Gatheringdatacanbeadauntingtask.Kekahio&Baker(2013)posedguidingquestions:
1)Whatisthequestiontobeaddressedinthisdatainformedconversation? 2)What
informationisneededtoanswerthequestion? 3)Isthisinformationavailable? (p.4).
ExamineTheData
Datacanbeexaminedthroughthefollowingguidelines:1)Focusononlyoneiteminthe
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data.Theyarestraightforwardandclearbecausetheyinvolvesinglesources.2)Factual.
Incorporateonlythedatanoassumptions,inferences,orbiases. 3)Related.Begintoanswer
thequestion.Kekahio&Bakerlistssometopthingstodowhenexaminingdata.Advice
includes:Lookingforpatternsandmakingobservationsandexploringdatacollections.Teachers
mustusestudentdata(e.g.testscores,formativeandsummativeassessmentscores)toidentify
theinstructionalneedsanddeveloptheappropriateinterventions(Zavadsky,2009,p.187).
UnderstandingtheData
Kekahio&Baker(2013)statedthatakeystepinunderstandingdataresultsistobegina
discussionamongthedatateamandinterestedcolleaguesaboutoneortwokeychallenges(p.7).
Forteachers,Zavadsky(2009)concludedthatfrequentstudentdatacollectionofformativeand
summativeassessmentscouldhelpasdiagnostictoolsandareopportunitiesforleaders,
principals,andteacherstomeetforthepurposeofanalyzinganddiscussingdataresults(p.
189).Datahastobebeunderstoodinordertogiveittherightsupportsandstructures(p.190).
DevelopinganActionPlan
PartofthetransitionissettingSMARTgoalsgoalsthataremeasurable.Anotherstrategy
canbereviewedintermsof:Time.Isitpossible,giventhedatateamstimelimits?Resources.
Isitpossible,giventheteamsresourcesandlevelofbuyinfromkeystaff?Relevance.Willit
affectthetopdrivingfactor?Isitrelatedtothegoal? Dataavailability.Aredataavailableto
informandmonitortheteamsactionplan? (p.12).AccordingtoRaths,Kotch&Carrino
(2009),teachersneedampletimetointerpretstudentdataandtoplaninstructionbasedonthe
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Runninghead:DATADRIVENDECISIONMAKINGPD
evidence(p.216).Acommonfindingwasthatteacherssimplydidnothavetimeintheworkday
toanalyzedata.Thiscallsforrethinkingthestructuringofaworkdayofateacher.
Inconclusion,understandingtheroleandramificationsofproperdatagathering,analysis
andexecutionwillhelpschoolsunderstandtheiroverallmissionandvisionandhowtogetthere.
Datasuchasstudentdemographics,perceptions(heldbyallstakeholders),studentlearning,
schoolprocesses,andteachercharacteristics,behaviorandprofessionallearning(Copland,
Knapp,&Swinnerton,2009,p.154).Educationalleadersmustincreasedataliteracyand
promoteknowledgebuilding(p.156).Lastly,databythemselvesmeannothinguntil
educationalleadersbringconcepts,criteria,theoriesofaction,andinterpretiveframesof
referencetothetaskofmakingsenseofthedata(pp.155156).Intheageofbigdataand
technology,makingdatadrivendecisionsiseveneasiertoday.Throughcollaborativeeffortsof
professionallearningcommunitiesinschoolsandproperdataanalysis,administratorscanbuild
programs,viablecurriculumandimproverelationshipsamongallstakeholders.
SlidesExplanation
Slide13Introduction
IntroduceyourselfandgivecontexttothePDandidentifytheadministrators,teachers
andsupportstaff.
Slide4:IcebreakerActivity
Participantswillinterviewandgatherdatafromoneanother.Basedonthisdata,the
participantsmustchooseasongthatbestdescribestheirspeakingpartner.
Part2:WhatdoyouknowaboutDataDrivenDecisionmaking?
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Runninghead:DATADRIVENDECISIONMAKINGPD
Slide57:IntroductiontothePD&Rationale
Thetopicwhichistodiscussed,analyzedandimplemented.Thepurposeofthe
professionaldevelopmentandunderstandingoftopic.
Slide8&9:Objectives&Model
Tobegintheunderstandingofwhatwearecollecting,observingandcreating.
Slide10:TheImportanceofData
Wearegoingtolookatourbestsourcesofdata&wheretoobtainthedata.Also,takea
lookatwhattheseveralsourceswouldindicateforusasaneducationsystem.
Slide1115:Audience,Students,Parents&Alumni
Forourprofessionaldevelopmenttoday,wewilltakealookatthe3areaswhichwillneedto
lookatdata.Webelievethatthesesectionswillbeessentialinthegrowthandperformanceof
theschool,forprovidingthebestpracticesforourstudentsandcommunity.
Slide16&17:Procedures
Exploringandunderstandingourroleinprocuringdataandinformation.
Slide18:Materials
Providinghandoutstoparticipants,thesehandoutsandmaterialswillcontainthe
beginningsoftoolstousetogatherdata.Theseareworksamplesandcanbemodifiedtotheir
useandneeds.
Slide19&20:Activities
Theclasswillbeworkingingroupsandhavetheopportunitytocreateaconceptual
model,toincreaseparticipation,understandandimplementation.
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Runninghead:DATADRIVENDECISIONMAKINGPD
Slide21&22:StatisticalConceptsandSpeakingDataLanguage
Provideacommonlanguagewithmembersoftheclass,inordertounderstanddata
properlyandsharethoughtsaboutdatawithcommonunderstanding.
Slide2325:Activity3:Create
Membersoftheclasswillcreatetheirowndatainstrumentsbasedontheirrole.They
willbeprovidedwithexamplesandsamples.
Slide26:DataMustBeShared
Inorderforthedatatobeuseful,theinformationgatheredmustbesharedwiththose
involved.Transparencywillencouragetrust,involvement,consistencyandgrowth.
Slide27:ThankYou
Wewillthankeveryonefortheirparticipationandtrulyexpresstothemthevalueadded
whenusingdataproperly.Itisimportanttotrulyimproveourpracticesandforourstudentsto
succeed.
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DDDMProfessionalDevelopmentEvaluation
NameofTrainer_______________________________
DateofTraining__________
Directions:Pleasecirclethechoicethatdescribesyourfeelingsabouteachstatement.
Wesincerelyappreciateyourhonestfeedback!
1.Thetrainerwasknowledgeableaboutthetopicandpresentedtheinformationinanengaging
manner.
StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree
2.IhaveagreaterunderstandingofwhatDataDrivenDecisionMakingmeansformyrole.
StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree
3.Ihaveanincreasedunderstandingofdatadrivendecisionmaking.
StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree
4.Ihavemoreknowledgeofhowtogatherdatatoinformmypracticesasrelatedtomyrole.
StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree
5.Iamawareofwaysthatdatacanimprovepolicies,practicesandproceduresatmysite.
StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree
Comments/Suggestions:
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References
Copland,M.A..,Knapp,M.S.,&Swinnerton,J.A.,C.(2009).Principalleadership,data,and
schoolimprovement.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabased
decisionmakingineducation(pp.153172).NewYorkAndLondon:Routledge.
Finn,Jr.,C.E.(2014).Afivepointplantoresuscitatecatholicschools.ThomasB.Fordham
Institute.Web.19November2014.
Kekahio,W.,&Baker,M.(2013).Fivestepsforstructuringdatainformedconversationsand
actionineducation(REL2013001).Washington,DC:U.S.DepartmentofEducation,
InstituteofEducationSciences,NationalCenterforEducationEvaluationandRegional
Assistance,RegionalEducationalLaboratoryPacific.Retrievedfrom
http://ies.ed.gov/ncee/edlabs
Mandinach,E.B.,&Jackson,S.S.(2012).Transformingteachingandlearningthroughdata
drivendecisionmaking.ThousandOaks:CorwinPress,Retrievedfrom
http://www.corwin.com/upmdata/48142_chap1.pdf
Marsh,J.A.,Pane,J.F.,&Hamilton,L.S.(2006).Makingsenseofdatadrivendecisionmaking
ineducation:EvidencefromrecentRANDresearch.SantaMonica,CA:RAND
Corporation.Retrievedfromhttp://www.rand.org/pubs/occasional_papers/OP170/
Raths,J.,Kotch,S.A.,&CarrinoGorowara,C.(2009).Researchonteachersusingdatatomake
decisions.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabaseddecision
makingineducation(pp.207239).NewYorkAndLondon:Routledge.
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Runninghead:DATADRIVENDECISIONMAKINGPD
Schildts,A.(2017)DataManagement,Transparency,&Accountability[PowerPoint].Retrieved
fromMyLMUConnectOnlineWebsiteFebruary17,2016
Zavadsky,H.(2009).Buildingdatadrivendistrictsystems:examplesfromthreeawardwinning
urbansystems.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabaseddecision
makingineducation(pp.173190).NewYorkAndLondon:Routledge.
Be A
Data Driven
Decision Maker!
By Fatima Nicdao and Marc Raymundo
Loyola Marymount University
May 4, 2016
hello!
I am Fatima
I am the Director of Educational Technology. This topic is
important to me because I believe that data driven
decision making is the best practice for improving
learning and closing the achievement gaps.
hello!
I am Marc
I am the Director of Activities and Campus Ministry. I
believe that data driven information can be a vital tool in
truly responding to the needs of our students and faculty.
ICE BREAKER
Pick a partner and ask them
regarding these questions:
Name, Date of Birth, Place of
birth
Family
Hobbies
Likes and Dislikes
Music Favorites
Movies Favorites
Introduction
Our professional development is based on creating a
module on educating administrators, staff and faculty on
how to be data-driven managers and leaders. This PD will
help our school obtain, analyze and make decision based on
data from sources such as surveys, PSAT scores, classroom
observations, course feedback, discipline records, and
alignment with National Catholic School benchmarks.
RATIONALE
Effective leaders and teachers MUST use
data to determine what is best for the
institution. Leaders must be able to see
what is working and what needs work.
OBJECTIVES
To understand how to obtain data, analyze
it and make decisions from it.
Obtain data
through
feedback
and surveys
Analyze
the data
Create
programs or
initiatives to
support the
data
AUDIENCE
Administrators
Faculty
Support Staff
Lets begin!
The right data dispels any doubt
about effective instruction, policies
and practices in a school. With the
right data, there is a better, less
biased picture of student learning
and development of curriculum
1.
Student Data
Work samples, Digital Portfolios, Assessment data, Category reports
from PowerSchool, Student Surveys
2.
Parents
Parent Surveys, Interviews, Case studies
3.
Alumni
Senior Exit Survey, Alumni Survey, Outreach to Alumni
PROCEDURES
Understand your role in procuring data
Procedures
1.
2.
3.
4.
5.
Pre-PD
PD is on a Website for Participants
Learn about Data Driven Decision Making (Importance)
Review Standards for Administrators, Faculty, and Support Staff
Understand Basic Statistics
MATERIALS
Website, Google Forms, Post Its and Paper
ACTIVITIES
Bring the attention of your audience over a
key concept using icons or illustrations
Median
Mode
Random Sample
Likert-type Scale
Activity 3: Create
Administrators
Create (new or from other sources) a simple survey taking the pulse
of parents and their involvement. You can also do interviews and
walk among them.
Teachers
Create a data instrument to measure something such as your
course feedback or a formative assessment test.
Support Staff
Give your prototype Customer Service survey to Admin and Faculty.
Create a list of Principles in which you will adhere to based on your
findings.
Support Staff
Visitor Survey
Parent Survey
Number of visitors
Number of transfers
Number of students that
transfer out
Attendance
Number of students that
qualify for Title 1
Alumni Engagement
Teachers
Course feedback
Classroom Observation
feedback by Admin
Student Portfolio
Formative and
Summative Assessments
Category Reports
Teachers
Student
Parent(s)
thanks!
Any questions?