AP Insight - February 2010
Volume 2, Issue 4
Data-Informed Decision Making
This issue of AP Insight focuses on the data you must have to raise the achievement of each and every student. Most school leaders have data on state assessments and historical data on summative assessments of former students. These data may indicate that there is a problem; however, they tell very little about causes and possible solutions. Ironically, many school leaders do not have the data they need to help the students they are currently serving. For example, literacy skills, attendance, and instructional time may be root causes of low performance.
Collaborative leaders who want to move their schools from good to great by affecting meaningful change understand that data is an essential tool in leading change and overcoming staff resistance. In fact, in high-performing schools, data analysis is a part of the culture. Read more in "Data: Do You Know What You Need to Know?"
In support of the theme, data-informed decision making, the NASSP Store is offering AP Insight readers a 20% discount on the three books reviewed below. Use promotion code AP210 to receive your discount.
As always, we welcome your input and feedback. Themes for upcoming issues include school safety and security, and relationships with stakeholders. If you are interested in writing an article or a book review for AP Insight, send us an e-mail.
Mel Riddile
NASSP Associate Director of High School Services
By Starla Pearson, principal, and Mary Duran, assistant principal, Aurora (CO) Frontier K–8
Early in our teaching careers, we considered ourselves great collectors of data. Unfortunately, that's all we knew how to do—collect data right into a desk drawer. We had very little skill in analyzing data in ways that changed instruction or students' learning. (Continue reading)
By Karen Wilson, executive director, Orlando (FL) Public Schools
While serving as principal at a middle school, one of my favorite duties was the car loop at dismissal. While I was out performing this duty on the last day before winter break, a parent approached me about one of her daughter's teachers. She shared that although her daughter liked her teacher, the teacher spent a lot of time on the computer instead of helping the students with their learning projects.
I had developed concerns about this teacher as well, because on my visits to the classroom, the teacher would nervously jump up from her desk when I entered. When I asked her about this behavior, she always had an excuse: "I needed to check a grade," or "I forgot to take attendance."
The parent also said that her daughter suspected the teacher was instant messaging during class because she always closed the screen when a student approached.
How would you handle this scenario based on what you know? What data do you have about the situation? What additional data would you like to have? Share your thoughts with colleagues on the AP E-mail Discussion List.
Meet the 2010 NASSP/Virco National Assistant Principal of the Year Finalists
The role of the assistant principal has changed dramatically in the past decade; today's assistant principals are involved in all aspects of education, including curriculum development, research, personalization, and school-community relationships.
The finalists for the 2010 NASSP/Virco National Assistant Principal of the Year award program stand out in their ability to excel in this ever-demanding role. The winner will be announced during the 2010 NASSP Convention. Meet the finalists.
AP Strand at the 2010 NASSP Convention
Phoenix, AZ, March 12–14, 2010
Join colleagues from schools around the country to share best practices and learn from fellow practitioners and experts. The 16 offerings that make up the AP Strand at the annual Convention promise a rich offering for assistant principals.
Just Released: NASSP School Climate Survey
Are you looking for a meaningful way to bring your staff members, students, and parents into a collaborative school improvement process? Breaking Ranks® Comprehensive Assessment of School Environment Surveys (CASE) is based on the three core areas of Breaking Ranks (collaborative leadership; personalization; and curriculum, instruction, and assessment) and will give your stakeholders a valuable voice in school improvement conversations and help your school leadership:
- Collect data about student, teacher, and parent satisfaction with a middle or high school's environment and culture
- Identify school strengths and areas for improvement
- Assist in designing a school improvement plan using the Breaking Ranks process circle
- Support planning, including budget decisions.
For pricing and additional information, call or e-mail John Nori (703-860-7263) or Anne Knudsen (703-860-7330).
AP Discussion List Hot Topic: Data Walls
Members of the AP discussion List explored the topic of data walls recently. The discussion was launched by Margaret Robinson, assistant principal at Russellville High School in Arkansas. She shared:
Our high school is trying to come up with an assessment wall to display student achievement data and to track students' progress. I would be interested to know if other high schools have used this type of data display or other types of tools to utilize student achievement data and to track student progress. Thanks for any information you can share.
Click here to read colleagues' responses to Margaret's request.
Do you have something to ask or add? Join the NASSP AP E-mail Discussion List today.
Research Corner: Data-Informed Decision Making
As a school leader, you play an important role in developing a trusting environment in which staff can openly discuss school and classroom issues, concerns, and problems. A trusting environment, staff training, and collaboration help support effective data use.
Asking the right questions, collecting the proper data, and analyzing the data lead to effective problem solving that can enhance decision making. Here are resources that offer guidance on creating a data-oriented culture, managing data, and using data to inform decision making that improves teaching and learning. (Continue reading)
The Data Coach's Guide to Improving Learning for All Students
Review by Mary Slinde, associate principal at Hopkins High School, Minnetonka, MN
The question of how to improve schools continues to be in the forefront of debate about educational reform. Do we spend more money? Do we spend money more efficiently? Do we create more rigor? Do we expect less? Everyone who has ever attended a school seems to have the answer—or at least an answer. (Continue reading)
The Principal as Data-Driven Leader
Review by Darlene Jones, principal, Francis Howell North High School, St. Charles, MO
The drive for accountability has created an environment in which schools are expected to show improvement in student achievement through the use of data. This book, part of the Leading Student Achievement Series, will help education leaders who are starting to use data, to "drill down" to discover the root causes of issues in student performance and to remedy them in an accountable fashion. (Continue reading)
Leading With Data: Pathways to Improve Your School
Review by Tiffany D. Hardy, assistant principal, Kecoughtan High School, Hampton (VA) City Schools
Have you ever had difficulty explaining to students why they must take a specific round of tests? Has a parent or teacher challenged you regarding what the results of a standardized test mean to their student? Have you ever received score reports or survey results and just filed them away without examining them? Have you ever wondered where to begin as you approached the drafting of a school learning/improvement plan? (Continue reading)