Data, Institutionalizing the Use of a Four-Letter Word
June 22nd, 2011
By Eileen Depka
Excerpt from The Soul of Educational Leadership: Data-Enhanced Leadership
The use of data by school systems is on the rise. Data related to state test results are increasingly available. The implementation of a variety of assessment tolls is becoming more frequent. Embedding the use of data throughout district operations is often the goal, yet involving teachers in the constant and consistent use of data takes a concerted effort.
Although the pressure of federal accountability was the likely catalyst for increased scrutiny of data in school districts, that alone will not result in a sustained and effective use of data. It is clear that simply reviewing data will not have sufficient power to affect results. Something must be done as a result of the data. A systemwide focus on continuous improvement, with data as its foundation, is the key. Institutionalizing a system that requires data-based decision making will guide districts to increased success.
Highlighted are key practices in creating a system that gives a purpose to data. The suggested steps can result in increased involvement of district staff, an advanced need for a variety of data, and the realization that data are a means to an end. That end is increased student achievement. The method I suggest herein is a targeted focus on continuous improvement.
1. Set the Stage
The school or district leader must set the example for others to follow. Leaders can inspire others by their practices. Dependency on data can be the example and the expectation set. Setting the stage includes promoting the regular and systematic use of available data for all school or district processes. This would include professional development, purchases, practices, adoptions, and events.
Establishing a purpose for the use of data is vitally important. The need is typically recognized, but the practice of actually using data is often sporadic. The use of data needs to be a forethought—part of plan.
Creating an expectation for the use of data does not require difficult practices. It requires the continuous use of two simple questions: What does the data tell us? And how will we know if we are successful? These two questions can begin to guide practices that include the use of data to make initial and continued decisions and to evaluate the effectiveness of purchases, practices, and programs.
Requests for purchases can be good place to start. A building principal, for instance, should expect appropriate data to support the purchase of a new software program, and be able to include the data with a request for purchase. What data support the need? What data support a particular program instead of a competitor’s program? Initiatives have the best chance of being effective when they are supported by a data-based need. Although intuition can be effective, data will result in an increased chance of success.
Setting the stage is a great start. But that alone will not reach the desired end.
2. Connect Data to a Purpose
Although it may seem obvious, data should promote action. Next steps should be a given, an expectation. Although viewing data is a noble exercise, if no action follows the event, then nothing was gained by the analysis.
Next steps are a natural part of data analysis. When data are reviewed, questions will be raised, conclusions will be drawn, and hypotheses will be formulated. But that is only the beginning. What will be done with what was learned? How will the system respond to the data? A conscious decision needs to be made to act on the findings. If the data call for action, yet inaction is the response, it should be recognized that inaction is also a conscious decision.
3. Provide Structure
A cycle of continuous improvement is beneficial when attempting to embed the use of data into district practices. It provides a structure within which a systematic process can be implemented. Each step of the process indicates tasks that need to be accomplished. The cycle creates a need for data, and a structure for expected next steps.
During the analysis portion of the plan, data are reviewed. Student achievement data are most often the focus. During this phase of the cycle, it is important to view a variety of data. A well-rounded picture of achievement will provide the next chance for a valuable analysis. Data may include, but not limited to, such national assessment results as AP, SAT, or ACT data; state testing data; and local common assessment data. The data should include disaggregations and a variety of levels of data depending on the purpose of the event. More information will follow in step 6.
The planning phase would typically begin with one to three goals based on the data analysis. The purpose of the planning phase is to create next steps supported by data to improve or enhance the current situation and achieve the goal. The plan would include a description of what will be done, by whom, and in what time frame to accomplish the anticipated results. Also needed are methods to assess the results and measure the effectiveness of the plan. Periodic data reviews will help measure progress toward the goals. Data analysis does not demand new goals, but may help to adjust the direction of current goals or action plans that were based on previously analyzed data.
All people within the organization should have ties to the goals and action steps. The focus should be broad enough so that all can take ownership of the goal, and all should feel that they can contribute to the successful completion of the plan. Although the goal needs to be focused so that it can be measured, the goal should be broad enough so that input, support, and action from all grade levels or departments are possible. What can art, music, and physical education teachers do to help support the goal? Can non-teaching staff have a role as well?
The implementation phase is crucial to the effectiveness of the plan. Those responsible for various aspects of the plan have the responsibility to keep the goal at the forefront. Losing sight of the plan can result in failure to achieve the goal. Losing sight of the goal can make the plan pointless. The plan should drive the organization. Resources may need to be devoted to the plan. Professional development will be based on the goals and be part of the plan. New initiatives are put on hold and professional development is delayed, unless it is tied to achieving the plan. This type of focus will assist in balancing the workload and prevent teacher overload. As new tasks are recommended, this question needs to be asked of each: How does it fit into the existing plan, and in what time frame may it become part of the plan? If the fit does not exist, the task is either eliminated or, if truly necessary, it is scheduled to take place at a suitable time. The plan takes precedence.
A planning template is needed to document the plan. Complex, multiple-page plans may work for some. Simple, easy-to-follow templates have a greater chance at being living, breathing documents. The magic is not in the document, but in the implementation of the action steps.
With this example, each goal would require its own action-planning template. Actions listed would be tied to specific goals. The action steps are described clearly and concisely so that anyone who was not part of the plan’s creation can understand it by reading it. The plan may span one year or several years.
Listing the person responsible is a key to the success of the plan. Who is ultimately responsible to ensure that an action is fully implemented? Completing the action may require the involvement of several individuals. The plan, however, need only list those with key responsibilities.
All dates important to the initiative should be included. When the plan is developed, it is understandable that dates may be tentative and certainly can be changed. Including the dates commits the team to action within a time frame and serves as a reminder that will help to ensure progress.
Although some actions may have no costs associated with them, others will require funding. Identifying and listing costs is important. If the cost is such that the action is not feasible, another action should be chosen. The plan should be written so that costs will not hinder its success. When action steps are necessary to reach the identified goal, yet include costly items, funding sources should be sought. Seeking funding should also be an action step included within the plan.
Methods of assessment should be identified as the plan is developed. Consider the success of each action step. What evidence will show that the step has been completed successfully? Evidence may consist of a document, a purchase, a professional development experience, a student assessment, or a variety of other possibilities. Other assessments used to measure progress toward the goal, but not necessarily associated with a particular action step, can be listed in the space labeled “Forms of Assessment Used to Measure Goal.” This section of the template will be useful when preparing to analyze new data as they arrive.
Members of the action-planning team are listed on the plan. The efforts of this group have helped to move the organization forward, and the plan should recognize their participation. The names are also helpful when questions arise. Thought should be given to the makeup of the planning team in advance of their formation. When viewing the names on the action template, it should be obvious that a balance of individuals took part in plan development. An elementary school planning team, for example, would likely include teachers from a variety of grade levels, representatives who are content with specialists, and an administrator. If a guidance counselor, social worker, or psychologist is part of the staff, this individual might join the team as well. Teaching assistants, parent representatives, and students are sometimes included on the team, depending on the school situation.
Providing a process and structure will promote data’s consistent use. The use of data is a requirement of the process. Rather than a single event, data analysis will be an integral part of the continuous improvement planning process. The purpose of data use becomes increasingly clear and is embedded into a valuable system.
Steps 4-10 in creating a path to follow when working to embed the use of data include can be found in Data-Enhanced Leadership (The Soul of Educational Leadership, Volume 7, and include:
4 Blame Not; Fear Not
5 Avoid Hasty Conclusions
6 Provide a Variety of Data
7 Level the Goals; Layer the Data
8 Make the Data Clear
9 Encourage Curiosity
10 Provide Collaboration Time
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