Tuesday, April 13, 2010

Data-Driven Decision Making by Jamie M. Tieman

Data is often used in education to make decisions about policies, programs and individual students. It is often seen as a hallmark of schools that want to stay on the leading edge of continuous improvement. Many educators working in schools have incorporated very thoughtful data collection, analysis and use into their school wide improvement plans or their own professional improvement plans. Both teachers and administrators are able to use this data to work on areas in need of improvement. They may also choose to use this information to get to the root cause of problems existing within the structure of the school system.

While every school is different, and data collection and analysis can vary from school to school, there are three key elements in an effective data process, these include (“Data Driven Decision Making”, 2010):
1. Purposeful data collection and analysis
2. Designated resources and other supports, this would include time and an appropriate data management system
3. Strategies for communicating about the process of data collection and use as well as the findings

Purposeful data collection and analysis helps educators better identify patterns of outcomes and design strategies to enhance student learning and performance. The focus of this is to identify needs and goals and answer questions. This also helps increase the likelihood that teachers will use data to inform decision making and allow others to receive useful information about the school. Different types of data should be considered when it is collected. For example, demographic, student outcome, perception and school process data – both alone and in combination over time helps create a more complete view of student achievement (“Data Driven Decision Making”, 2010). Scores on state tests may help an educator realize how their students are performing overall on a large scale, but evaluating students on classroom assessments reveal how well students are grasping particular skills in the classroom. All forms of data should be used to make decisions about programs and students. Data analyzed over several years is best used in making decisions about programs, however data may need to be analyzed across specific classes or teachers to make decisions about students.

In order for data to be collected and used appropriately to better enhance student learning, multiple supports need to be in place within the school environment. A data team is one such support. A data team is a group of individuals that work together to view and analyze data from the school or the district as a whole. The data team is likely to view data from different perspectives, which helps data become less biased and more complete. Another necessary support is access to the right tools – data collection and analysis software, access to the Internet and E-mail, and access to reference books and practical guides. Time is probably one of the most critical supports staff members should receive. Time for these endeavors can be easily provided, as they can be embedded into bi-weekly staff faculty meetings or during “early release” professional development days provided within the school district itself. Monthly meetings and follow ups are needed with these supports to make sure that things are running efficiently and effectively.

Communication is also key in both the purpose and results of data analysis. This communication must continuously occur throughout the school year, not just when state testing is around the corner or the district’s annual report card is due to be released. Allowing time for educators and administrators alike is worth the effort and the time because it provides for more sound strategies and policies within the educational system.

As a school leader, it is best to not serve on the school’s data team, but however to provide a liaison to this team to help facilitate communication and collaboration among the members. The primary role of the school leadership team in data driven decision making is to help maintain a respectful and trusting culture in which data can be collected, analyzed and used constructively to increase student achievement. It is essential to maintain a climate of interest, trust and respect to help ensure that potentially difficult or sensitive discussions about data and resulting decisions are productive (Love, 2002). Data should also be constantly reviewed and evaluated.

Members of the administrative team should also use informal observations or classroom learning visits as a chance to collect important data. The instructional data collected from a classroom learning visit, gathered through observation of the teacher, the students or both, can serve to drive a professional improvement plan for an educator. Many administrators use classroom learning visits to document everything from a teacher’s questioning procedures to a specific student’s time on task. Once this is collected, administration and data teams can compile information to identify vulnerabilities and strive towards best practice teaching (Sim, 2002).

Data driven decision making is a very hot topic in today’s educational world, and while it is important to use data to drive improvements with staff, instruction and school performance, it is also important to have a varied collection of data. I think if there is a correct balance between informal and formal data and assessments, that data driven decision making can be effective in helping schools enhance their performance. However, I feel that there should be multiple data used, and not just one standardized test, since we all know that not every child is a great test taker. I feel if you are able to from these committees within your school and collect a wide range of data to drive decision making, that schools and districts can pinpoint problems and reach solutions in an efficient and effective manner.

Sources:
Love, N. (2002) Using data/getting results. A practical guide for school improvement in mathematics and science. Norwood, MA: Christopher Gordon
Sims, W. (2002) Data driven decision making for school systems. Retrieved from:www.helium.com
Sustaining school improvement: Data driven decision making. (2010) Retrieved from www.mcrel.org

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