1 iowa principal leadership academy february 5, 2011 michelle huntress, slcsd thank you to sandy...

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Iowa Principal Leadership Academy February 5, 2011

Michelle Huntress, SLCSDThank you to Sandy Spangler, Prairie Lakes

AEA, for sharing materials and ideas.

Data and Research:School-wide Action Research Model

(SAR)

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Let’s get started…Eight Irresistible Principles of Fun

http://www.eightprinciples.com/

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IntroductionsName, Position and District/Agency What have you done for fun lately?From what you learned in the first session,

how do you think data and action research fit into the school improvement model and align with the mission and vision?

Post your answer jointly on this blog site as a comment to Prompt 1 http://ipla.blogspot.com

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Know, Understand and Be Able to Do

Know: The role of a principal in using data and action research to realize the mission and vision.

Understand: The School-wide Action Research Matrix (SAR) is one method to organize the data and do something with it.

Do: Use the SAR in your project for Standard One.

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Learning GoalsBy the end of this session, participants

willUnderstand the role of the principal in using

data and action research in the school improvement process.

Understand what action research is and a process for conducting action research.

Make connections between action research and school improvement, including the APR, CSIP, PD plan, and required IPLA projects.

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Success CriteriaI can define action research.I can explain the principal’s role in using

data and action research and how it fits into the school improvement process (APR,CSIP, PD plans…).

I can explain a process for conducting action research.

I can begin to plan an action research project as one of my IPLA requirements.

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Secrets to Success: What top-performing schools have in common by Karin Chenoweth1) They teach their students.

2) They don’t teach to state tests.

3) They have high expectations for their students.

4) They embrace and use all the data they can get their hands on.

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5) They constantly reexamine what they do.

6) They are accountable.

7) They use school time wisely.

8) They use the community.

9) They expand the time that students - particularly struggling students - have in school.

10) They like kids.

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11) Principals are a constant presence.

12) They pay careful attention to the quality of the teaching staff.

13) They provide teachers with the time to plan and work collaboratively.

14) They provide teachers time to observe each other.

15) They think seriously about professional development.

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16) They have high-quality, dedicated, and competent office and building staff who feel themselves part of the educational mission of he school.

17) They provide nice places to work.

adapted from “It’s Being Done”: Academic Success in Unexpected Schools by K. Chenoweth. 2007. Harvard Education Press retrieved from http://www2.scholastic.com/browse/article.jsp?id=3746773&pr…

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What does the research tell us about Effective Schools and Leadership?

Synthesis on ResearchDINA Audit Phase; pgs 12-19Balanced LeadershipChapter 12: School Improvement Cycle of

Continuous Improvement

Organize yourselves into groups of 4 to look through the information listed above and create a chart to show how data and research are integral to effective schools. Post responses on the blog under prompt 2. (p 1-30 in handouts)

20 minutes

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Blog walkAs your group views each blog post, discuss similarities and differences with your post

Be ready to share a key big idea with the whole group

15 minutes

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Principal LeadershipData driven decision

making/instructional leadershipData and analysis to communicate

visionCreate conversations around dataLearning versus teaching Get the data into the hands of teachersBe confident with the dataFind the time

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Turn to Your Partner (TTYP)What is the current status of data use in

your workplace?You brought data with you today. What did

you bring? What have you done with it, if anything, before today?

2 minutes each

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What data do I need to use?

Prompt 3 on the Blog: Generate a list of essential questions (no more than 6) that as a principal you would want answered about reading in your building. Write those questions into the blog comment box.

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Answering the Questions that Countby Ronka,Lachat, Slaughter & MeltzerGroups of 3

Everyone read p. 18 up to Data Quality and p. 24 Data Difference

(this is p. 31- 37 in packet)

One person reads Data Quality, one reads Data Capacity and one reads Data Culture.

Discuss “Why are essential questions key?” Respond as a group to prompt 4. Be sure to include all of the names of your group members.

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What data do I need to use?Review the list of essential questions (no

more than 6) that as a principal you would want answered about reading in your building (see Prompt 3 responses on the Blog.) Discuss and revise those questions with your group’s help based upon your learning after reading/discussing this article.

What data would you need to answer your questions? Will the data you brought help? What else might you need?

Share your group’s answer to “Why are essential questions key” in Prompt 4 with the whole group.

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Where do I find the data?District DatabasesHEART

http://www.aea1.k12.ia.us/heart/heart.html

DE Website https://www.edinfo.state.ia.us/securelogin.asp

Types of DataWhat assessment formats does your district

use?How does your district use the data from

these formats? (Screening, Diagnostic, Formative, Summative)

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Data Collection: One Team’s Story by Ferriter

Read the story (p. 38-40 in packet)Comment individually to Prompt 5 on the

blog. Share your responses in teams of 4. How might this story be useful to a

principal?

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Looking at Data…Review forms and data sources in packet

p. 40-55Analyzing and Reporting Our Data Form

(AROD) p. 51Data Analysis FrameworkA Data Picture of Our SchoolSchool Improvement Audit 7 ProtocolHow does your district analyze and report

on data?

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Prefacing Action ResearchFrom Calhoun’s book How to Use

Action Research in a Self-Renewing School, read the Preface and then up to the middle of page 7 with a partner.

Respond to Prompt 7 on the blog Be ready to share your response

out with the larger group.

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What is Action Research?“Reflective, systematic inquiry that

focuses on a relevant problem in teaching or learning for the purpose of enacting meaningful change to address that problem”

“Distinct from other research in that it emerges from the stakeholders themselves”

“Has clear procedures for practitioners to follow”

From Brighton, C.M. (February 2009) Embarking on action research. Educational Leadership, p. 40-44.

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Five Phases of Action Research

Phase 1: Select an Area or Focus

Phase 2: Collect Data

Phase 3: Organize Data

Phase 4: Analyze and Interpret Data

Phase 5: Take Action

LITERATURE

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Focus AreaMay be a problem or need areaConcentrates primarily on what students

are experiencing or have experiencedSelect an area that leads directly to

improving student learning

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SAR Matrix

School-wide Action Research Matrix p. 80 and 80A

“While the SAR Matrix was designed as a tool for school-wide action research, it can be used in individual and small group action research projects as well.”Paraphrased from a conversation with Emily

Calhoun, February 16, 2010.Calhoun, E.F. (2004). Using data to assess your

reading program. ASCD.Calhoun, E.F. (October,1993). Action research: Three

approaches. Educational Leadership, p. 62-65.

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Cell #1: Current or cumulative student informationStandardized test resultsUniversal ScreeningsDiagnostic or formative test resultsStudent attitudes relevant to the focus

areaStudent grades

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Cell #2: External Information about StudentsNational reports of student progress in

focus areaRelevant perceptual (survey) dataArticles about learner characteristicsCurriculum standards

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Cell #3: Student Performance and Response We Want to SeeGap analysis between cells #1 and #2Identify areas needing improvementSet goals toward what we want to see

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SMART GOALS See page 81-88 in your handoutsS – Strategic AND SpecificM – MeasurableA – AttainableR – Results OrientedT – Time-Bound

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Results Oriented vs. Process Oriented

RESULTS ORIENTEDHow we help students

learnAre measured by a test,

rubric or some other quantifiable tool or method

Increase # of students who are reading by end of 3rd grade.

Reduce failure rate of incoming freshman by _% by end of first semester.

PROCESS ORIENTED Geared toward activities,

programs and instructional methods

Develop a balanced literacy program for primary students.

Implement an integrated math/science curriculum for incoming freshman.

Adopt a zero tolerance policy toward violence.

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Try it …Write a personal

SMART goal for yourself.

Write a professional SMART goal for yourself.

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“Clear measurable goals are the center to the mystery of the school’s success, mediocrity or failure.”

Schmoker, M., citing Rosenholtz. (February 2000). SMART Goals, SMART Schools. Educational Leadership, pp. 46-50

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Cell #4: Current Learning EnvironmentWhat do we know about the current

state of the learning environment?

Consider:InstructionCurriculumAssessmentManagement

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Cell #5: External Information about the Learning EnvironmentWhat is the professional knowledge

base about instruction, curriculum, assessment, and management?

Example:What does effective reading instruction look

like?

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Resources

Iowa Content Network: http://www.iowa.gov/educate/prodev/main.html

http://ies.ed.gov/ncee/wwc/Classroom Strategies That Work by

Marzano, Pickering, & Pollockhttp://www.marzanoresearch.com/site/

default.aspx

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Cell #6: Learning Environment We Would Like to SeeGap analysis between Cell #4 and Cell #5Describes changes needed in instruction,

curriculum, assessment and classroom management

Forms the basis for school action plan in the focus area

Process oriented goal

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Cell #7: Current Professional Development PracticesWhat are we currently doing with

professional development?What is our focus?How is professional development

delivered?How is professional development

implemented?How are the results of professional

development monitored?

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Cell #8: External Information about Quality Professional Development

Iowa Professional Development ModelProfessional Learning Communities

(DuFour, et. al.)Collaborative Structures

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Cell #9: Professional Development We Would Like and How to Get There

Gap analysis between cells # 7 and 8Implementation of professional

development practices that show results in student learning

Process oriented goals

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Professional Learning PlanOutcomes

Performance Tasks

Evidence of Success

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SummaryAction Research is continual disciplined

collective inquiry and action conducted to inform and improve our practice as educators.

Action Research allows Professional Learning Communities to engage in problem solving and meet individual and collective goals. (Connections to District and Individual Teacher Professional Development Plans)

Action Research creates the sense of urgency to change practices.

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“Data analysis tools and skills will remain largely ineffective if teachers and administrators are unwilling or unable to use them.”

From Data Use and School Improvement: Challenges

and Prospects by Margaret Heritage and Raymond Yeagley

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Barriers Finding time for staff to

work collaboratively together

Finding and supporting staff who are willing to lead the work (teacher leaders)

Designing collective work that improves student learning, professional expertise and staff leadership capacity simultaneously

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Success CriteriaI can define action research.I can explain the principal’s role in using

data and action research and how it fits into the school improvement process (APR,CSIP, PD plans…).

I can explain a process for conducting action research.

I can begin to plan an action research project as one of my IPLA requirements.

Goal for next time: Using real data , fill in an SAR Matrix and bring it to class in March.

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Having fun yet?

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Thank YouContact Information

for Michelle Huntress:

mhuntress@slcsd.org732-8064Storm Lake

Elementary:

Thank you again to Sandy Spangler, Prairie Lakes AEA for sharing materials for today’s session.