Presented by Dr. Eduardo R. Rivas, Administrative Director

Mr. Carlos A. Viera, DirectorMs. Felicia Mendez, Consultant

2003 Conference Session #1353, Room 256, Moscone CenterAssociation for Curriculum and Supervision Development

San Francisco, California

Miami-Dade County Public SchoolsMiami, Florida

March 8, 20033:30 p.m. – 5:00 p.m.

DEVELOPING ENHANCED LEADERSHIP FOR DATA-DRIVEN SCHOOLS

To paraphrase from Henrik IBSEN, Enemy of the People, 1882,

A (school) community is like a ship: everyone ought to be prepared to take the helm.

Developing Enhanced Leadership for Data-Driven Schools

This presentation focuses on preparing individual educational leaders to develop systematic approaches to data-driven decision making and to employ interpersonal competencies that will support their efforts to lead schools toward improved performance in student achievement.

What is the history of performance excellence?What have we found?What is research based experiential training?What are the implications for preparing education leaders for the 21st century?How can one use the process – Plan Do Study Act?What is data-driven decision making?How can one choose an appropriate tool?What are the lessons learned?

History of Performance Excellence

M-DCPS – A Journey Toward ExcellenceWHAT HAS TAKEN PLACE IN

MIAMI-DADE AS AN EXAMPLE...

Baldrige/Sterling Criteria

Use of an integrated approach to organizational performance that results in…

1. Delivery of ever-improving value to customers, contributing to marketplace success;

2. Improvement of overall organizational effectiveness and capabilities; and

3. Organizational and Personal Learning,

4. Performance Excellence

Reference: The 2003 Sterling Criteria for Organizational Performance Excellence, The 2002 Florida Sterling Council, Page 29.

What have we found…

Sterling Results for Organizational Performance During the Navigator Site Visit

There are seven categories which are examined during the Navigator Process. These categories are:

LeadershipStrategies & Planning for School ImprovementStudent & Stakeholder FocusPerformance Measurement and AnalysisFaculty and Staff FocusSchool Process ManagementSchool Performance Results

After the site visit, the visiting team prepares a report which delineates Strengths and Opportunities For Improvement for each of the seven categories.

Based on this report, the district prepares an analysis that cites common areas of Strengths and Opportunities For Improvement for each of the seven categories. This data is then used as one factor in the process of determining staff development opportunities that address school needs.

At this time, the district has determined from the data analysis that the categories of Leadership, Strategies & Planning for School Improvement, Student & Stakeholder Focus, and Faculty and Staff Focus have more areas of Strengths.

The categories of Performance Measurement and Analysis, School Process Management, and School Performance Results have more areas of Opportunities For Improvement.

The need to use a systematic approach to problem-solving (PDSA) was also identified.

Research Based Experiential Training

For a work unit to be able to work through change and consider

opportunities for improvement, certain conditions need to exist.

SUCCESSFULCHANGE AGENTS

• Make small, often unnoticed, changes• Work with the inherent wisdom and energy of

a system, rather than at odds with it• Act from deeply felt values and system

sensitivity, rather than for economic gain or personal validation

• Respond to a felt need for a change• Provide clear benefits for the work and risk of

changing

TEN THINGS TO DO ABOUT RESISTANCE

Acknowledge change as a process Empower stakeholders Encourage participation by all stakeholders Set concrete goals Show sensitivity to differences among

individuals

Communicate openly and use reflective questioning that helps stakeholders explore their thinking

Develop strategies for dealing with emotions

Manage conflict through negotiation Model process skills and actions Monitor process dynamics and make

adjustments to ease tensions

TEN THINGS TO DO ABOUT RESISTANCE

REMEMBER…

You can get change, or you can get credit for it,

But you can’t get both!

CHARACTERISTICS OF PRODUCTIVE WORKING

ENVIRONMENTS

Supportive administrative leadership,

Opportunities to work collaboratively with others,

Opportunities to use one’s knowledge and skill,

Availability of necessary resources to perform one’s job,

Professional development opportunities, and

Effective communication processes.

Seyfarth (1996)

THE RULES

The Basic Rules for Institutional Change, which is the last page of the separate packet which was provided to you.

Consider which rule you think would be the most difficult to implement.

Learning how to listen to others,

Getting and giving appropriate feedback,

Recognizing non-verbal communication,

Recognizing that people perceive messages differently,

Using an approach to resolving conflict through problem solving, and

Encourages employees to take responsibility for their own actions.

Effective Communication

Provide educators with focused, sustained, and expanded knowledge of curriculum and pedagogy.

Address the alignment of state standards with instruction and assessment.

Facilitate creative and critical thinking, problem solving, effective communication, and information management.

Develop the ability to give meaningful feedback, learn how to function as a team member, gather resource, and be able to act as a change agent.

PROFESSIONAL DEVELOPMENT MUST –

Implications for Preparing Education Leaders for the

21st Century

Organizations must refocus their training to include the

emotional system.

“Organizations must refocus their training to include the limbic (emotional) system. They must help people break old behavioral habits and establish new ones. That not only takes much more time than conventional training programs, it also requires an individualized approach.”

Daniel Goleman, 1998

FINDING FLOWOPTIMUM PERFORMANCE LEVEL

You are in a state of flow when goals are clear, feedback relevant, and challenges and skills are in balance, and

Attention can then become ordered, focused, and fully invested.

This total involvement, the FLOW, releases energy which, like sparks, ignite you and others within your influence and enable you to address the problem/situation/issue at hand.

If a task or assignment resembles a flow activity, the individual is more involved, the energy produced is greater, and individuals are at an optimum performance level.

Implications of Flow:

Energy is a direct result of higher interest level.

Creativity is at its highest when FLOW is present.

The quality of life is much improved if we learn to love what we have to do.

Conditions of Flow:Immediate feedback, commensurate challenges and skills…

How can FLOW affect your educational setting?

Based on your current assignment, how could you create an environment where there is FLOW?

Barriers to FLOW

Lack of attention

Challenge too great

Ambiguous goals

Many distractions

Inconsistent feedback

Inadequate and/or inappropriate skills

Csikszentmihalyi, Mihaly. Finding Flow. New York: Basic Books, 1997.

So What?How would you like your school to:

• Improve student achievement and overall school performance?

• Accelerate your school improvement efforts and operate more effectively?

• Improve accountability by identifying common goals and key measures?

• Exceed state, community, and other stakeholder expectations?

• Focus on today’s ever-changing competitive educational environment?

SYSTEMATIC APPROACHESOne Method- Plan, Do, Study, Act (PDSA)

Process - PDSA

Plan – How are you going to attack the problem?

How are you going to collect the data?

Do – Implement, collect data.

Study – Analyze the data.

Act – Make decisions based on the data.

Make changes that result in improvement.

DATA-DRIVEN DECISION MAKING

DATA-DRIVEN DECISION MAKING

Miami-Dade County Public Schools has produced reports on school characteristics, FCAT Sunshine State Standards and Norm Referenced Test Content Area Results, an information clearinghouse, and an individual student detail report.

These materials are found in the packet distributed to you. They have been numbered so that you can follow along with the description.

Miami-Dade County Public Schools: Summary District wide 2000-2001 Florida Comprehensive assessment test (FCAT)School Characteristics

School Climate Survey (Pg 4)Staff Characteristics (Pg 4)Student and Educational Program Information (Pg 4)Student Achievement (Pg 5)

FCAT Sunshine State Standards Content Area Results, Grades 3-5, (Pgs 6-11)

Standard curriculum students and all curriculum groups

FCAT Norm-Referenced Test Content Area Results, Grades 3-5, (Pgs 12-17)

Standard curriculum students and all curriculum groups

FCAT Summary Scores, by class/section (Pgs 18-19)

School Performance Accountability Results and School Performance Grade Trends (Pgs 20-21)

FCAT Sunshine State Standards (Reading and Mathematics Trends), Grades 3-5 (Pgs 22-26)

FCAT Writing Trends for all students, Grade 4 (Pgs 27-33)

Student Membership Trends (Pgs 34-39)

INFORMATION CLEARINGHOUSE

INDIVIDUALSTUDENT DETAIL

Student Detailed Information (Pg 40)

Student FCAT Scores (Pg 41)

Normalizing The Data• Make sure that you are comparing apples

with apples.– If comparing apples to oranges, make sure

that you can explain why.

• Common playing field– Make sure that you have transformed the

data into a common level.• Percents for Numbers

CHOOSING AN ANALYSIS METHOD

• Choose a method that: Matches the target (of instruction) and Aligns with the method of instruction.

• Choose tools from a variety of methods based on a match with the learning target, subject matter, and utility.

CHOOSING AN APPROPRIATE TOOL

Tools That Drive Decision Making

A way to provide feedback on a specific topic being addressed. One side is the Plus side on which participants list what they felt worked well. The other side is the Delta side on which they write the things that need to improve.

Used to determine what worked well and what needs improvement.

+ Plus/Delta Chart

Specific Example:

For monitoring student and stakeholder satisfaction

General Examples:

When determining what worked well and what needs improvement.

When evaluating a process (lesson, business unit, activity).

TOOL Plus/Delta Chart – SOME EXAMPLES OF WHEN IT CAN BE USED

+

Flow ChartA way of graphically organizing and analyzing your current processes

SequenceComponentsCohesiveness

Used to identify potential areas for improvements

Flow Chart

Specific Example:

For monitoring safety and security issues in order to make improvements to the school’s safety procedure.

General Examples:

When planning a project.

When better communication is needed within the group members.

TOOL Flow Chart – SOME EXAMPLES OF WHEN IT CAN BE USED

SCATTER DIAGRAM

• Used to determine if two (2) variables have an effect on each other

– Positive correlation

– No correlation– Negative

correlation

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1st period 2nd period 3rd period

Specific Example:

For comparing the relationship of a student attendance to the student’s test scores.

General Examples:

When looking for trends or change in the average.

When identifying trends during the data collection phase.

TOOL Scatter Diagram – SOME EXAMPLES OF WHEN IT CAN BE USED

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ActivityA school in your district received test results which indicated that students did well in reading, but the mathematics scores were considerably lower. Using the PDSA method, develop a plan of action and select tools for each stage-PLAN, DO, STUDY, and ACT.

Lessons Learned

LESSONS LEARNED

• Select a process that can work – PDSA

• Use appropriate data in making decisions

• Incorporate Baldrige/Sterling feedback

• Provide training to enable administrators to work through change

• Involve staff to prepare them to be an integral part of the process