Photo Warm Up

• Find your two favorite pictures from this year?
• In a dyad or triad, show and explain why the pictures are your favorite.

Goals, Routines, and Tools for Data Use

Red Solo Cup

• A bouncer
• A time keeper
• Two Observers
• 30 seconds to bounce one ball in each cup and must complete the task

Learning Target

• Understand how common curricular guides, benchmark assessments, and structured collaboration can be a deficit or asset tool and either enhance or detract from collective teacher efficacy.

Think of a time when you have used data or a data routine as a tool for personal or professional growth.





What were some feelings you experienced when data was used to discover assets?

Think of a time when data or a data routine reinforced deficit thinking (personally or professionally)?





What were some feelings you experienced when data was used to discover deficits?

Three Tools and Routines

• Common Curricular Guidelines
• Benchmark Assessments
• Structured Collaboration

Menit.com

• Please take out your phone and go to Menit.com

"Materials function as a tool depends in part on whether they help users deepen their engagement with particular ideas"

District Curricular Guides

• Common curriculum and guidelines (GVC)
• Pacing plan tied to fixed period of time
• Can be flexible or tight
• Can provide a level of curricula equity and access
• Can be teacher or commercially generated

Benchmark Assessments

• Commonly developed and administered assessments
• Given at varying frequencies
• Can used to monitor both teacher and student performance
• A tool for monitoring and adjusting instructional practice
• Data management systems can be used to get data in the hands of teachers and make district level decisions

Structured Collaboration

• Can be structured and led by teachers or administrators
• An opportunity for teachers to discuss a variety of student data
• Agendas are driven by student, building or district demands
• Data protocols can be used to center collaboration on student data

CHALK TALK

• Groups of three or four, no talking
• Add to both plus and delta
• Expand on each others thinking
• What makes each tool a lever teacher efficacy or a detraction for efficacy
• What makes each tool a lever for discovering student assets or deficits

32 Word Summary

• Go back to your original poster and summarize the tool using words in the asset column
• Summary must be no more than 32 words
• Must be understood by a new teacher or someone not in education

Untitled Slide

School A:
Learning is based on the students' ability.

School B:
Learning takes place only if the students take advantage of the opportunities within the school.

School C:
All students can learn something, and we will create a warm pleasant environment for them to learn.

School D:
All students can learn and we will do whatever it takes to help students learning and achieve the agreed upon essential knowledge, skills, and dispositions.

Reflections

• Which school did you attend?
• Which school do you currently work?
• In which school do you want to work?

What leadership moves do you need to engage in to make the change you want and with whom?

"Well-meaning educational leaders face potentially large successes and failures when implementing seemingly simple tools and procedures to aid in the data process."

Understand how common curricular guides, benchmark assessments, and structured collaboration can be a deficit or asset tool and either enhance or detract from collective teacher efficacy.

Take 2

• The bouncer
• Feed-forwards (2)
• Time keeper
• You have one minute

Untitled Slide