1
2
3
4	The Wallace Foundation 28th largest private foundation and is a legacy of DeWitt and Lila Acheson Wallace A major force in education Grant initiatives designed to increase student achievement though more effective leadership Michigan was 1 of 15 states that received a grant from the Wallace Foundation WMU was the only university funded out of the 15 states The purpose of the grant is to promote creative, effective working dynamics between local leaders and state policy makers.
5	The Michigan-WMU Initiative The Michigan project is designed to improve student achievement by increasing principal leadership skills through the development of a statewide model for data informed decision-making.
6	Michigan Coalition of Educational Leadership Michigan Department of Education and the Governor’s Office Michigan Association of School Boards (MASB) Michigan Association of School Administrators (MASA) Michigan Association of Secondary School Principals (MASSP) Michigan Elementary and Middle School Principal Association (MEMSPA) Michigan Institute for Educational Management (MIEM) Eastern Michigan University Central Michigan University Western Michigan University Michigan Leadership Improvement Framework (MI-LIFE)
7	The Foundation of our Work Project is based upon the research conducted by Marzano (2003) There are 21 responsibilities that principals perform that are correlated to student achievement 11 of these responsibilities are associated with: 5 school-level factors 3 teacher-level factors 3 student level factors.
8
9
10	Principal Leadership Second-Order Change Initiative Responsibility Priorities Knowledge of Curriculum, Instruction, and Assessment Optimizer Intellectual Stimulation Change Agent Monitoring/ Evaluating Flexibility Ideals/Beliefs
11	Focused Conversation If the purpose of school is to ensure that all students learn, what data will help schools understand if they are effectively carrying out their purpose?
12
13
14	Interviews with 16 Urban Principals: Data Driven Decision-Making Challenges Teacher and Principal Knowledge Teacher and Student Issues Data Overflow and Other Barriers Issues of Time and Competing Priorities
15	Principals’ Perception of Time Constraints to Analyze Data Time to analyze Time in getting data back State and district slow to return data A year behind-results Time to complete tasks Data vs. classroom duties Limited instructional time to use data for instructional planning Time for collaboration Holistic approach in working with teachers Time to monitor teacher use
16	Principals’ Perception of Teacher and Student Issues Regarding Student Assessment and Data Use Results do not reflect current students Needs to make sense Students mirror teacher attitudes Too much student testing Limited teacher “buy-in” into data utility Unsure if data is used effectively Quality of instruction Teacher cooperation in assessment Teacher- team cynicism Teachers see data as important Consistent teacher collection of data Student do not take testing seriously A few teachers see testing as a fad No relevance to individual students No consistence in teacher use of data
17	Principals’ Perception Regarding Data Overflow and Other Barriers Personnel shortages Inadequate technology Too much data Not user friendly Data piecemeal Time needed to disaggregate data Streamline data Need data warehouse Placing data in useful forms Inability to track progress Returned reports incomplete Mobile community State consistency Overemphasis on state tests Teachers must assume responsibility for student achievement Low student expectations
18	Principals’ Perception Regarding the Use of Data Do not understand data use What data to use Need systematic process for disaggregation of data Find better assessment tools PD for teachers and principals Data use is not part of principal preparation Teachers uncomfortable with data Teachers cannot read data Data has little meaning to student learning Do not know what to do with data Data use is not part of teacher training Lack of knowledge linking data to instruction No data link to teaching practices
19	Comment From A Concerned Principal
20	"What data analyses will help..." What data analyses will help schools know if all students are learning?
21	Multiple Measures
22
23
24
25
26
27
28
29	More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers
30	Poor and Minority Students Get More Inexperienced* Teachers
31	"Kids who come in a..." Kids who come in a little behind, leave a lot behind. And those patterns continue into…and through higher education, as well. The Education Trust website http://www2.edtrust.org
32	Critical Questions: Selected Examples Do teachers believe students can learn? How does student achievement vary with teachers and at different grade levels? What amount of instructional time is used for teaching each class period? What is the number of days missed by students and teachers? Are teachers following an articulated curriculum? Do teachers treat students with respect?
33
34
35	What Can You Do? Stay focused on student achievement and success. Work with your superintendent to put the necessary systems, resources, and practices in place. Monitor your district’s trends. Avoid diverting time and energy away from the important work.
36
37	Group Activity: Measurement Tool
38	Data for Systematic Improvement
39	Critical Factors
40
41	Summary Comments Principals continue to struggle with data driven decision-making. Data must be provided to principals and teachers in user friendly forms that support appropriate data practices. A systemic approach (leadership training, supervision). Professional development and data training hold the greatest promise to impact student achievement. Processes must be developed from the “bottom up.”
42