Train educators on using the power of data to positively impact student achievement!
Based on the best-selling book Leading Schools in a Data-Rich World, this guide gives staff developers and workshop leaders the tools to facilitate book study groups, seminars, and professional development events to help school leaders integrate data as a catalyst for school change and enhanced student performance.
This easy-to-use guidebook offers step-by-step instructions to support training sessions that can help educators gain:
An understanding of data analysis and data interpretation An inquiry "habit of mind" to view the use of data as an integral part of the school improvement process Leadership capacity that supports an inquiry process
Each chapter features:
Facilitators notes Discussion questions Timed activities
The Facilitators Guide to Leading Schools in a Data-Rich World is ideal for staff developers or anyone leading professional training for groups of any sizepairs, small workshops, or large seminars.
| About the Authors |
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vii | |
| Introduction |
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1 | (1) |
| How to Use This Guide |
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1 | (1) |
| Suggested Timeline for Workshop Schedule |
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2 | (3) |
| Overview of the Book |
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5 | (1) |
| Additional Resources for Facilitators |
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6 | (1) |
| Chapter-by-Chapter Study Guide: Facilitator's Guide to Leading Schools in a Data-Rich World: Harnessing Data for School Improvement |
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7 | (1) |
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Segment 1: What Do You Believe About Your School? |
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7 | (4) |
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Putting Data at the Center of School Improvement |
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7 | (4) |
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7 | (1) |
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8 | (1) |
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9 | (2) |
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Describe the Context of Your School |
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9 | (1) |
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Beliefs About Accountability |
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10 | (1) |
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Collective Beliefs About Accountability With Purpose |
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10 | (1) |
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Segment 2: Capacities for Using Data for Decision Making |
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11 | (7) |
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Using Data for Informed Decision Making |
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11 | (5) |
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11 | (2) |
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13 | (1) |
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13 | (3) |
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Self-Assessment of Capacities for Leading in a Data-Rich World |
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13 | (1) |
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Capacities for Leading in a Data-Rich World |
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13 | (1) |
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Building a Culture of Inquiry in the School Community |
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14 | (2) |
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16 | (1) |
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Cultivating the Qualities of Data-Driven Leadership |
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16 | (2) |
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16 | (1) |
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17 | (1) |
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17 | (1) |
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Painting a Data-Rich Picture |
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17 | (1) |
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18 | (1) |
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Segment 3: What Is the Context and Direction of This Inquiry? |
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18 | (7) |
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Developing an Inquiry Habit of Mind |
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18 | (7) |
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18 | (1) |
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19 | (1) |
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Purpose, Context, and Roles |
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19 | (1) |
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20 | (2) |
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22 | (1) |
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22 | (1) |
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Initial Environmental Scan |
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23 | (2) |
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Segment 4: What Are the Data and Questions for This Inquiry? |
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25 | (8) |
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25 | (8) |
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25 | (1) |
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26 | (1) |
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26 | (7) |
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Blocking the Canvas: Selecting Your Colors |
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26 | (2) |
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Blocking the Canvas: From Indicator Categories to Questions |
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28 | (2) |
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30 | (1) |
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Blocking the Canvas: From Questions to Data Sources |
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30 | (1) |
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Blocking the Canvas: Data Quality |
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31 | (1) |
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Blocking the Canvas: What Is the Quality of Our Data? |
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32 | (1) |
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33 | (1) |
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Segment 5: How Do You Make Sense of the Data? |
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33 | (5) |
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33 | (3) |
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33 | (1) |
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34 | (2) |
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First Strokes: Interpreting the Individual Data Sources |
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34 | (1) |
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35 | (1) |
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First Strokes: Constructing a Concept Map From Data Interpretations |
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35 | (1) |
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Creating a Culture of Inquiry |
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36 | (2) |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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The Image Grows: Consensus About Interpretations |
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37 | (1) |
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Segment 6: How Do You Do Something About What You Find? |
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38 | (3) |
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Creating a Culture of Inquiry |
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38 | (3) |
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38 | (1) |
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39 | (2) |
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The Image Grows: Moving to Action |
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39 | (1) |
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Displaying the Picture: Sharing the Learning |
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40 | (1) |
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41 | (1) |
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Segment 7: Sustaining the Process |
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41 | (12) |
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Sustaining the Process: The Cycle of Inquiry |
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41 | (12) |
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41 | (1) |
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41 | (2) |
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Handout
1. Metaphor Reflection Activity Sheet |
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43 | (1) |
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Handout
2. Initial Environmental Scan Activity Sheet: Part 1 |
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44 | (1) |
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Handout
3. Initial Environmental Scan Activity Sheet: Part 2 |
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45 | (1) |
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Handout
4. Selecting Your Colors Activity Sheet |
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46 | (1) |
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Handout
5. Blocking the Canvas: From Indicator Categories to Questions Activity Sheet |
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47 | (1) |
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Handout
6. Blocking the Canvas: From Questions to Data Sources Activity Sheet |
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48 | (1) |
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Handout
7. Data Quality Activity Sheet |
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49 | (1) |
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Handout
8. Questions About Data Quality Activity Sheet |
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50 | (1) |
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Handout
9. Interpreting the Individual Data Sources Activity Sheet |
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51 | (1) |
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Handout
10. Consensus About Interpretations Activity Sheet |
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52 | (1) |
| Workshop Evaluation Form |
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53 | |
Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years.
Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology. Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor Generals Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.
Sonia Ben Jaafar is a research associate at Aporia Consulting Ltd. She works internationally to support policy and program development and implementation through applied research and evaluation. Her areas of expertise include assessment, accountability, educational reform, policy and program development, and comparative studies.
Ben Jaafar graduated from the Ontario Institute for Studies in Education of the University of Toronto with a PhD in theory and policy studies. She also holds an MA in curriculum, teaching, and learning; a BEd specialized in science education; and a BSc in biochemistry.
