Katherine Becks
rbgriff
Week3Assignment.docx
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EDLD 5352 Instructional Leadership-Week 3 Assignment
Part 1A: Data-driven Instructional Framework Summary
Directions:
A. Summary W3LO2: (CLO3) The readings this week focus on the importance of looking at data in schools. The authors focus is directed at building the bridge between data and results. Examine purpose of data to drive instructions and the components of the framework you have read about. Using the Basic Writing Elements Model found in the Resource section of this course, complete the following summary regarding Data-driven Instruction data components and their influence on the framework of the Instructional Core.
B. Cite any sources and/or readings used as evidence to support your statements in APA format.
Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. 25-87.
Part 1B: Data Points
Directions:
A. Analysis W3LO1: (CLO1 & 3): Using the Basic Writing Elements Model found in the Resource section of this course, complete the following analysis regarding Data-driven Instruction. Analyze the trends, patterns, and themes you identified from the Data Points you were given in your Week 1 Assignment. Be sure to Include the 3-Day Professional Development Plan Topic you chose for Professional Development and why.
B. Cite any sources and/or readings used as evidence to support your statements in APA format.
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Data-driven Instruction: |
Directions: Compose 1-2 paragraph (minimum 200-word) analysis of the trends, patterns, and themes you identified from the Data Points you were given in your Week 1 Assignment. Include the 3-Day Professional Development Plan Topic you chose for Professional Development and why. |
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Analysis: |
James-War and Abuyen (2015), explained data-driven instruction as…. |
Reference
James-Ward, C., & Abuyen, J. (2015) McREL Leadership Responsibilities through the Lens of Data: The Critical Nine. Global Education Review, 2(3), 82-93. Retrieved from: https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1074111&site=eds-live
Click on the full text from ERIC link
Part 2: Scavenger Hunt for Data Points & Reflection
Directions:
A. Scavenger Hunt for Data Points W3LO3: (CLO1 & 3): Now that you have read about data-driven instruction, you will practice locating different data points that drive instruction. Please include the name of the data point, location, a short description of the data it provides, and the frequency in which you use it. Complete the table. Number 1 has been done for you as an example.
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Data Points: |
Location: (Ex. Website, URL, Office, or Instructor) |
Data Provided: |
Frequency: |
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1. TAPR |
https://tea.texas.gov/perfreport/tapr/index.html
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Performance is shown disaggregated by student groups, including ethnicity and socioeconomic status. |
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B. Reflections W3LO3: (CLO1 & 3): Now that you have read about data-driven instruction and practiced locating different data points complete the following in-depth reflection regarding the impact on your learning this process has made. Be sure to include how your perspective has changed from an instructor into an instructional leader in regard to data. Also, include, “best practices”, strategies, processes, and tools you learned about. Using the self-reflective model of What? So What? Now What? found in the Resource section of your course.
C. Cite any sources and/or readings used as evidence to support your statements in APA format.
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Data-driven Instruction: |
Directions: Compose 1-2 paragraphs (200-word) in-depth reflections regarding the impact on your learning this process has made. Include how your perspective has changed from an instructor into an instructional leader in regard to data. Include, “best practices”, strategies, processes, and tools you learned about. |
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Reflection: |
Bambrick-Santoyo (2018), described the importance of data-driven instruction as…… Previously my perspective on this was…. This has changed my perspective by…. Looking forward I want to grow this mindset by… |
Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. p.1-21, 89-125.
Part 3: Draft: Element for Professional Development:
Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan
The final signature assessment in this course is to write a comprehensive, school-level instructional leadership 3-Day professional development plan. This plan will be due in Week 4 and include multiple elements. This week you will focus on one of the elements called Student Achievement: Exploring Data to Improve the Students Learning Process.
Directions:
A. Data to Drive Instruction W3LO4: (CLO4): Working with the data sets given with the Week 1 assignment, you began to identify trends, patterns, and themes from student work, the TAPR, and the results from a teachers’ professional development needs survey to identify the initial information for your 3-Day Professional Development Plan. Now, you will plan the activity portion of the 3-Day Professional Development Plan that will focus on examining Student Achievement through the data. You may reference your textbook Leverage Leadership 2.0 Chapter 1: Data-Driven Instruction pages 25-87. Also, reference the CD Resource Document from that textbook named: “001 DDI-3B North Star Assessment Teacher Reflection” this is an Exemplar example of the questions you should be asking your teachers during this process to target effective Professional Development. Examples are listed in gray for you to reference, delete examples prior to beginning.
B. Complete the Professional Development Student Achievement: Exploring Data to Improve the Students Learning Process.
C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.
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Student Achievement: Exploring the Data to Improve the Student Learning Process |
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Professional Development: Day 1: Data to Drive Instruction |
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Resources:
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Data Sets (Collected Data Points): · Student Achievement Benchmarks (campus or district) · TAPR · Survey Professional Development Needs Assessment (sent to campus faculty) · Student Intervention Data Reports · Teacher Evaluations (T-TESS) |
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Schedule & Activities: |
Schedule & Activities to be conducted: (Describe in depth the activities) · 9:00am-10:00am- Collect Data Points, Data Dig, Review Survey Professional Development Needs Assessment. · 10:00am-12:00pm- Identify trends, patterns, and themes in data sets. · 12:00pm-1:00pm- Lunch · 1:00pm-2:00pm-Identify which instructional improvement priority area to target in regard to continuous school improvement. Find research-based evidence to build goal. · 2:00pm-3:00pm-Build S.M.A.R.T. Goals based on the identifiable needs from data. |
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Student Achievement: |
Professional Development Goal: Data to Drive Instruction=Set S.M.A.R.T Goal |
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Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:
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· Applications · Strategies · Implementation Tools · T-TESS Evaluations · Walk Throughs · 6- or 9-Week Check-ups-for progress monitor · Year-long calendar to document improvement from previous year |
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Lamar University Revised Spring 2019 v.0219
