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Wednesday, April 17, 2013

Practice What You Preach


Practice What You Preach
                                                    

As a first year principal this year, I set out with a lofty list of goals to move the school vision forward. Now, as I am nearing the close of the school year, I am beginning to reflect on how close I have come to the targets I set for myself and for the school. We have come very far in a short amount of time. I am beaming with pride about many areas where I have grown personally and where I have seen my faculty grow as well. While it is true, that some goals were not met, I feel confident that growth was made and that we will pick up where we leave off this year and continue to pursue advancement with the ultimate goal of student achievement in mind!

One area where we have ALL grown exponentially is in the area of data analysis. Technology has advanced to the level that I can track and analyze data on just about anything. Through various initiatives this year, my faculty has begun to analyze data regularly to the point of asking for more data on their students and designing student assessments based on student need. Further, many of our teachers are now triangulating data as a best practice. It has been so exciting to watch this growth. I even have one team of teachers who have requested planning days this summer to begin creating common assessments in order to better assess student progress with the newly implemented Common Core State Standards. The great part about this request is that the team asked me for leadership support instead of me asking them to “get on board” with a specific initiative. This is what makes leadership enjoyable…seeing your teacher leaders driving change.

I think the most unexpected growth I have seen this year is in the “thirst” for data analysis occurring all over campus. I have been modeling data analysis at every opportunity. For example, I place bar graphs of diagnostic data and mid-year data in our Cheetah Chronicle (our internal Monday memo) and in grade chair and School Advisory Council Meetings. Next, I embed behavioral data analysis graphs in most every faculty meeting. I also demonstrate to the faculty any time that I make a decision based on data. We had a bus/dismissal situation in the afternoons that I was able to use specific behavioral data collected from bus discipline referrals to convene a meeting with the transportation staff. We plead an effective case because our data was so strong. And…I monitor data on everything: enrollment data, student session results from the computer lab programs, behavioral data, achievement data of every kind, attendance data, lesson planning data, and even energy conservation data (quantitative data). I conduct data chats with the teachers and have them reflect on their own student data. Lastly, I survey the students and the teachers constantly (qualitative data). We just completed a bullying survey and are currently collecting data with a cross-section of teachers in a lesson planning survey. Analyzing the results and making sound decisions based on their interpretation is critical to our success. 

The teachers see me “practice what I preach”. Perhaps this makes them feel empowered that they can also analyze data to make sound decisions. Whatever the case, there appears to be a layer of data analysis on our campus that was not there when I first came to campus. As a matter of fact, I knew we were making progress when one of my teacher leaders asked to train the faculty on the use of reports in the SuccessMaker program. She was conducting her training about analyzing the data, and she said, “You know we are all about data here.” I know I was grinning from ear to ear when she said that.


Where will this take us for next school year? I firmly believe that next year we will begin to closely examine the results of data and make interpretations based exclusively on what works BEST for our students. For instance, the questions should become very narrow: “Is the intervention I am using increasing student achievement?” OR “Is there a better intervention for increasing achievement?” Data is a part of the educator’s life. Data provides powerful tools to help us fine tune our craft, and it is absolutely critical that the leader is examining the data for the school’s progress continually. My advice….PRACTICE WHAT YOU PREACH.

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