Step 4

Team Member: Dianne Meiggs

Step 4 Data Collection

Step 4: Data Collection

The principal/assistant principal will collect the data agreed upon in Step 3. These data may include the artifacts listed for each standard on the rubric; feedback from parents, students, and the school community; documentation of professional development completed during the year; and other data to document achievement of performance goals. The district superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community.

(Make a connection to the data list in the Self-Assessment)

Principal collects data agreed upon as evidence to support the Performance Goals established in Step 2 (Pre-Evaluation Planning)

Analyzing and making sense of data enables better decision-making. Good self-assessment enables you to find out what outcomes learners are achieving and how well the value of the outcomes to stakeholders, including learners, and the effectiveness of processes in contributing to these outcomes. By identifying strengths and weaknesses, the school executive can develop and implement an improvement strategy resulting in actual, worthwhile improvements.

Using quantitative and qualitative data and multiple data sources will enable the school executive to gain a deep level of understanding.

High performing leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment process to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback to ensure accountability for all participants engaged in the educational process.

Understanding and Using Data to make instructional decisions Goals:

The School Executive:

Defines successes based on data and results.

Works with staff, teachers, parents, and students to achieve annual learning gains, school improvement goals and other targets.

Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision making skills.

Routinely views events and problems from multiple perspectives.

Uses multiple sources of data, some of which is self-generated, to plan and assess instructional improvement.

Considers moral and ethical implications of policy options and political strategies when making decisions.

Delegates authority and responsibility clearly and appropriately to accomplish organizational goals.

Allows time for the achievement of goals.

Creates a culture that is comfortable using data.

Uses a collaborative process, establishes plans to accomplish goals.

Uses multiple sources of data to manage the accountability and instructional improvement process.

Monitors and assesses instructional programs, activities, and materials.

Uses the methods and principals of program evaluation in the school improvement process.

Develops and demonstrates skills in evaluating instructional strategies and methods.

Trains the staff in the use of diagnostic tools to access, identify, and apply instructional improvement.

Utilizes successful school with similar demographics to identify strategies for improving student achievement.

Need to create activities and or resources that help them analyze the data. Guiding questions or possibly a matching activity; What data do you need to solve this scenario? Or create a SMART goal from the Self-Assessment and have them determine what data they need to address the goal.

Data Sources Activity for Teacher Working Conditions Survey

After reviewing the Teacher Working Conditions Constructs and analyzing the provided data

Identify two constraints that need your attention as a leader of this school.

How do they compare to the 2012 results?

What do you think caused the results to be the way they are?

What is the first thing you will do a s a leader to improve this perception?