WEBVTT

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[Music] Welcome to the
overview on Providing Supports

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That Foster a Data-Driven
Culture.

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All school and district staff
need a thorough understanding

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of how data are used to support
instructional decision making.

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This understanding must then be
combined with adequate knowledge

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and skills to use that
data appropriately.

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This understanding and
knowledge help support a culture

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in which staff use data
thoughtfully and consistently

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to make instructional decisions

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and to help students meet
their learning goals.

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Schools can provide such
supports as a data facilitator

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or coach, structured
time for collaboration,

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and professional development.

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These supports can help schools
build capacity among all staff

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for data use.

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In order to encourage staff
to use data effectively,

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schools can provide a
facilitator or coach

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with expertise in using data
and the ability to train

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and encourage other staff.

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Data facilitators can be
district staff members

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who support multiple
schools, full-time teachers

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who provide coaching
to other staff,

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or a dedicated site-level
staff person

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who supports all
teachers in that school.

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Data facilitators' duties can
include: -Modeling data use

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and interpretation using
examples that relate

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to the school's learning goals,

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-Demonstrating how a
data-driven diagnosis

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of student learning
issues applies

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to daily classroom
practices, -Assisting staff

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with data interpretation
by preparing data reports

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and related materials,
and -Training staff on how

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to use data to improve their
instructional practices and,

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by extension, student
achievement.

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It's important not to
establish an over-reliance

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on the data facilitators.

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They do not bear the
only responsibility

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for data interpretation
and analysis.

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They work best when
they are used

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to help staff obtain the
knowledge and skills they need

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in order to use data
appropriately.

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Data facilitators complement the
existing data-literacy capacity

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and seek to extend
that capacity.

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Encouraging teachers
to work collaboratively

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with data can highlight
achievement patterns

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across grade levels,
departments, or schools.

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A school culture that
encourages collaboration

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in this way can promote
consistency in instructional

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and assessment practices
and expectations.

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Data meetings occur most
frequently between small groups

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of teachers in the same
grade level or subject area.

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Other times, these meetings may
also include a data facilitator

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or other team members.

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Schools may want teachers to
collaborate across grade levels

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to vertically align data use.

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Structured time can
be set aside for staff

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to collaboratively analyze

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and interpret their students'
achievement data and to talk

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about instructional changes.

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This time also can be used

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for professional
development on data use.

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To help teachers use
collaborative time productively,

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it's important to set an agenda
for the meetings that focuses

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on the most current
and relevant data.

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Teachers can use this time
to follow a cycle of inquiry

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and to establish an action plan

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that delineates the needed
changes to instruction.

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In order for staff to
learn to use data in a way

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that is consistent with
school goals, schools

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and districts need to
provide ongoing opportunities

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for professional development.

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For most staff, professional
development can focus on how

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to apply data to their
daily work for everything

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from understanding patterns
in assessment results

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to instructional planning,

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rather than on how
the system works.

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Staff will need to
develop new skill sets,

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ranging from data entry to data
analysis to team leadership.

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Professional development
opportunities could include:

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-Understanding the
reporting capabilities

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of the data system -Avoiding
common mistakes in data analysis

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and interpretation -Using
data to answer questions

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about student achievement
-Using data to modify teaching

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and learning practices
-Fostering a culture

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of data-based decision making
Creating staff confidence in,

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and comfort with, a new data
system can increase the chance

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that data will be used
regularly and effectively

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to raise student achievement.

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Training should be implemented
in small doses and occur close

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to the time that the data
system is implemented,

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or before any system
enhancements go into effect.

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In this way, staff do not become
overwhelmed by training sessions

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and can use their new skills
shortly after training.

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It can sometimes be difficult

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to find professional development
opportunities that are aligned

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with the specific
needs of the school.

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With the assistance
of the data team,

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schools can examine their
needs and discuss them

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with their professional
development provider.

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If a session cannot be tailored
to the needs of the school

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or district, a "train
the trainers" model can

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be considered.

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The principal can select
staff members to participate

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in trainings on topics
or skills relative

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to data-based decision making.

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These staff can then adapt
the training to fit the needs

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of the school or district

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and train other staff
members as necessary.

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Data-based decision making
benefits all subject areas

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and grades.

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Principals and district-level
administrators can work

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to secure the fiscal and human
resources necessary to ensure

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that staff understand
how to interpret

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and interact with data.

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Dedicating resources to data
literacy will help support a

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culture of data use,
enabling educators to use data

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to support instructional
decision making.

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[Music] To learn more
about Providing Supports

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That Foster a Data-Driven
Culture,

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please see the additional
resources

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on the Doing What Works website.