A collegial school culture is a prerequisite for school improvement
(Barth, 2006). A school culture characterized by encouraging relationships
among the adults and meaningful conversations about instruction
and student achievement provides the infrastructure that supports
educators as they work to ensure that all students achieve to high
levels.
Instructional decision-making based on data is a cornerstone of
collegial discussions about student achievement. The following step-by-step
process, adapted from Boudett, City, and Murnane (2005), outlines
one method for engaging staff in collegial conversations about data
and student achievement.
Preparing for Data Discussions
Boudett and Moody (2005) identify three schoolwide activities for
educators to engage in as they prepare for meaningful conversations
about data:
Activity I: Creating and Guiding a Data Team—Data
teams organize and prepare the data so that teachers can focus on
discussing the data and implications for instruction. School leadership
teams (e.g., school improvement teams) can serve as the data team.
School leaders should guide the data team in three key tasks: (a)
creation of a data inventory to show all available data sources;
(b) examination of data organization to determine the best way to
manage data so they are used frequently and appropriately; and (c)
identification and evaluation of all programs designed to meet student
instructional needs.
Activity II: Enabling Collaborative Work Among Faculty—All
teachers must be involved in ongoing discussions about the data.
School leaders should decide if existing collaborative structures
(e.g., grade-level or content area meetings) can be infused with
data discussions, or if new structures need to be created. School
leaders also must ensure that master schedules include time for
collaborative work to take place.
Activity III: Planning Productive Meetings—The
data team is responsible for ensuring that meetings to discuss data
are effective and efficient. For example, establishing group norms
to ensure a positive and safe atmosphere and using protocols to
structure conversations will ensure that meetings are conducted
with care and achieve the desired outcomes.
Exploring Assessment Results
After preparing for data discussions, the team will lead teachers
in exploring the data. Please see the article on page 1 of this
newsletter for essential information on analyzing assessment data.
Linking Data to Action
Once the data have been studied to determine areas for improvement,
it is time for action. Many have noted the importance of action
planning for school improvement (e.g., Danielson, 2002; Schmoker,
2001). Action planning typically consists of four tasks: (a) identifying
an instructional strategy to address the needs revealed in the data
analysis; (b) reaching consensus on what implementation of the strategy
will look like in the school; (c) establishing roles, responsibilities,
and concrete steps needed to implement the change; and (d) assessing
the plan’s progress (Buffett, Teoh, & Martinez, 2005).
School leaders can promote student success by using a structured
process to engage staff in meaningful conversations about student
achievement and the effectiveness of instructional practices.
References
Barth, R.S. (2006). Improving relationships within the schoolhouse.
Educational Leadership, 63(6), 8-13.
Boudett, K.P., City, E.A., & Murnane, R.J. (Eds.). (2005). Datawise:
A step-by-step guide to using assessment results to improve teaching
and learning. Cambridge, MA: Harvard Education Press.
Boudett, K.P., & Moody, L. (2005). Organizing for collaborative
work. In K. P. Boudett, E.A. City, & R.J. Murnane (Eds.), Datawise:
A step-by-step guide to using assessment results to improve teaching
and learning (pp. 11-28). Cambridge, MA: Harvard Education
Press.
Buffett, T., Teoh, M.B., & Martinez, G. (2005). Developing an
action plan. In K. P. Boudett, E.A. City, & R.J. Murnane (Eds.),
Datawise: A step-by-step guide to using assessment results to
improve teaching and learning (pp. 119-135). Cambridge, MA:
Harvard Education Press.
Danielson, C. (2002). Enhancing student achievement: A framework
for school improvement. Alexandria, VA: Association for Supervision
and Curriculum Development.
Schmoker, M.J. (2001). Results fieldbook: Practical strategies
from dramatically improved schools. Alexandria, VA: Association
for Supervision and Curriculum Development.
