RESOURCE GUIDE - Battelle for Kidsstatic.battelleforkids.org/documents/ohio/TIF_Resource...1. Developing an understanding of the content within each of the four Data Coaching Learning

1© 2017, Battelle for Kids. All Rights Reserved.

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BLISHING THE RIGHT CONDITIONS

INCORPORATING THE RIGHT PROCES

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RESOURCE GUIDEAn Overview of Data Coaching

For district, building, and teacher leaders supporting data coaching teams

2 © 2017, Battelle for Kids. All Rights Reserved.

03 Introduction

04 Data Coaching Learning Labs Overview

05 Getting Started with the Data Coaching Learning Labs

06 Resource 1: Data Coaching Overview PowerPoint and Facilitation Notes

20 Resource 2: Data Coaching Reflection

22 Resource 3: The Right People

24 Resource 4: Next Steps

TABLE OF CONTENTS


Building capacity among district, school, and teacher leaders to help facilitate data-informed discussions

As districts and schools collect and review increasing amounts of data, it is critical for instructional leaders and teachers to be aware of the conditions and processes that enable data to effectively inform teaching and learning.

These Data Coaching Learning Labs provide research-based strategies to help districts and schools effectively and efficiently use data to accelerate student learning and inform professional practices.

Each Learning Lab includes a slide deck and Facilitation Guide for leaders—which offers guided practice and extension activities as well as resources to engage participants in hands-on opportunities to apply their learning.

INTRODUCTION


DATA COACHING LEARNING LABS OVERVIEW

Learning Lab 1 provides an overview of the content within the Data Coaching Learning Labs.

Intended Audience: Administrator(s) or those facilitating the learning of data coaches

Learning Lab 2 explores the first two elements critical to establishing the right conditions:

culture and structure.

Intended Audience: Data coaching team

Learning Lab 3 focuses on the third and fourth elements critical to establishing

the right conditions: access and data quality.


Learning Lab 4 explores each of the processes that are critical to effective data use for

accelerating student learning and informing instructional practices.


LEARNING LAB 3Establishing the

Right Conditions: Access and Data Quality


Right Conditions: Culture and Structure

LEARNING LAB 4The Data

Coaching Process

LEARNING LAB 1An Overview of Data Coaching

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STEP 1Access Learning Lab 1, which includes this Resource Guide, a Data Coaching Overview PowerPoint with slide notes, and reflection and planning activities. These resources will help you prepare to implement data coaching teams and support their work going forward.

STEP 2Review Learning Labs 2, 3, and 4 and familiarize yourself with the content. These Learning Labs are intended to be used with the data coaching team and include PowerPoint facilitation notes, guided practice activities, and resources.

STEP 3Determine the best structure for your district or school as you establish a data coaching team, engage teachers, and support their efforts to participate in the guided practice activities. Consider the following:

• How will educators be grouped (district leadership team, building leadership team, etc.) for a data coaching team?

• When will time be scheduled to complete the Learning Labs and guided practice activities?• Who will facilitate educator groups in the guided practice activities, and what support might they

need to do so effectively?• What are the expectations for implementation of the guided practice activities, and how will this

be monitored?• What change in practice do you expect as a result of these learning opportunities?

STEP 4Consider the following when facilitating data coaching sessions with educator groups:

• Participants may enter the sessions with varying levels of data coaching knowledge—be prepared to adjust accordingly.

• Natural breaks during the sessions, especially when delivering the PowerPoint, provide the opportunity for participants to ask questions and to check for understanding. Allow for sufficient time during these breaks to ensure participants are comfortable with the material before proceeding.

• Pause as needed throughout the presentation for questions or areas of clarification.

GETTING STARTED WITH THE DATA COACHING LEARNING LABS


DATA COACHING OVERVIEW POWERPOINT AND FACILITATION NOTES

The Data Coaching Learning Labs are intended to build capacity among district and school leaders in the area of data coaching at a systems-level.

As districts and schools collect and review increasing amounts of data, it is critical for instructional leaders and teachers to be aware of the conditions and processes that enable data to effectively inform teaching and learning. The goals for the Data Coaching Learning Labs are to:

1. Build capacity among district, school, and teacher leaders to help facilitate data-informed discussions.2. Establish awareness of the conditions and processes that enable data to effectively inform teaching and learning.3. Offer guided practice activities, extension activities, and resources to provide hands-on opportunities to

apply learning.

SLIDE1

SLIDE2


There are four total Data Coaching Learning Labs within this series:

• Learning Lab 1 provides a high-level overview of the series and serves to inform district and building leaders as they make implementation decisions and begin to establish data coaching teams.

• Learning Lab 2 explores establishing the right conditions necessary for effective data coaching and focuses specifically on culture and structure.

• Learning Lab 3 continues to explore the conditions necessary for data coaching and takes a closer look at access and data quality.

• Learning Lab 4 details the data coaching process required to establish and maintain a data-literate team.

Each lab engages data coaching team members with activities and resources relevant to each condition and process. This Learning Lab is an overview of the elements included in the subsequent Learning Labs. It assists districts or schools getting started with data coaching.

SLIDE3

Each Learning Lab consists of the following resources:

• A brief PowerPoint which takes approximately 30 minutes to work through• A Facilitation Guide, which includes guided practice, application, and reflection activities

These materials are designed to be used as a guide for educators leading the data coaching initiative and applying the processes.

SLIDE4


When we hear the term “data literacy” or “data-literate educator,” often times we think about data in relation to numbers or values. Realistically, data-literate educators are much more robust than this. There are a number of definitions available that define data literacy. For the Data Coaching Learning Lab purposes, the following definition reinforces the need for the right conditions in order to effectively and efficiently make data-informed decisions.

• The first condition is that data-literate educators are comfortable discussing data in a safe environment. • The second condition includes regular opportunities to discuss and act upon data to make

informed decisions. • Next, data-literate educators have the ability to access multiple sources of data. • And, finally, data-literate educators use only high-quality data.

In Learning Lab 1, the learning targets include:

1. Developing an understanding of the content within each of the four Data Coaching Learning Labs2. Understanding the resources available within each Learning Lab 3. Determining the implementation strategies that would work best for your district or school

SLIDE5

SLIDE6


Refer to the Resource Guide: Data Coaching Reflection: The Need for Data Coaching (page 20)

Reflection is an important part of every learning opportunity. During each of the Data Coaching Learning Labs, multiple opportunities for reflection will be provided to explore professional practices. Please take a moment to reflect on your perception of “the need for data coaching” in your district or school—and record these notes on page 10. Some guiding questions to help you during this reflective process could be:

• How is data discussed and used by administrators?• How is data discussed and used by classroom teachers?• How does the community value educational data?• To what degree does your district or school devote time and resources to the discussion and use of data to inform

professional practices and accelerate student learning?

SLIDE7


Data coaching has become prevalent in districts and schools in an effort to build capacity among educators—and has been shown to improve teaching practices and increase student achievement. Two important aspects help build and sustain a district-wide and school-wide data coaching model, which encourages data literacy.

1. The first aspect necessary for a data-literate team is establishing the right conditions. These conditions will allow data teams to seamlessly work through the data inquiry cycle and help inform instructional planning and professional practices.

2. The second requirement is incorporating the right processes. The right processes enable a team to effectively use data to accelerate student learning and inform professional practice.

SLIDE8


There are five processes that are necessary in sustaining a data-literate team. These include: 1. Awareness2. Understanding3. Interpretation4. Analysis5. Use

This graphic represents the relationship among each of the processes, highlighting that they are closely related and interdependent upon one another. The model is dynamic and offers multiple entry points based upon where the team needs to begin.

The four conditions for data coaching that will be shared include culture, structure, access, and data quality. This graphic illustrates that each of the conditions is equally important to the process and serves to support the use of data to inform teaching and learning. These four conditions will sustain a long-term improvement process that is challenging—but ultimately rewarding.

SLIDE9

SLIDE10


Culture represents the overall environment for educators. Structure refers to the opportunities available to educators to discuss data.

In Learning Lab 2, participants complete a readiness survey and reflect on scenarios to determine if their district or school is ready to move forward with engaging in data-informed discussions. Application activities and resources are included to help increase collaboration time in a district or school.

Learning Lab 2 focuses on the first two elements critical to establishing the right conditions: culture and structure.

SLIDE11

SLIDE12


Access refers to the availability to multiple sources of data to applicable educators. Data quality references using data generated from high-quality measures in the inquiry process.

In Learning Lab 3, participants complete a readiness survey and reflect on scenarios to determine if their district or school is ready to move forward with engaging in data-informed discussions.

Learning Lab 3 focuses on the third and fourth elements critical to establishing the right conditions: access and data quality.

SLIDE13

SLIDE14


Just as developing the right conditions is important to building a sustainable, high-impact, data-literate team, incorporating the right processes is just as integral. The goal of Learning Lab 4 is to help educators recognize and appreciate the need to move through these processes appropriately based upon the identification of educator needs. This will ensure the effective use of data. Let’s examine each of the gears that are a part of the data coaching process in more detail.

An awareness of data sets the stage for the “why” and creates urgency for educators to engage more in data understanding, interpreting, analyzing, and use.

SLIDE15

SLIDE16


Understanding data refers to building a sufficient comprehension of how the measure is calculated as the necessary foundation for the appropriate use of data. A misunderstanding can lead to misuse of data.

Understanding data refers to building a sufficient comprehension of how the measure is calculated as the necessary foundation for the appropriate use of data. A misunderstanding can lead to misuse of data.

SLIDE17

SLIDE18


Initially, data has no meaning. It is during the root cause analysis phase that we begin to make meaning of the data by examining cause and effect relationships. Strengths and opportunities for growth are explored, and the data coaching team can begin to identify potential causations and additional sources that may inform further analysis.

During the “Use” phase, the team will create goals and an action plan to guide the team in implementation. This plan will guide the team with implementation, monitoring, and evaluation and allows for revisions along the way.

SLIDE19

SLIDE20


Refer to the Resource Guide: Data Coaching Reflection: The Right Conditions and Processes (page 21)

Please take a moment to reflect on your perception of “the right conditions” in your district or school. Think about the culture, structure, access, and data quality that are present in your district or school. What conditions need to be established or reevaluated to equip educators to discuss and use data? Include your thoughts on page 11 and pause this presentation if needed. Next, reflect on your perception of “the right processes for utilizing data” in your district or school and record these notes on the same page. How is data used in your district or school to establish goals or implementation plans? Which steps in the process are areas of strength for your district or school? Include your reflections on page 11 and pause this presentation if needed.

SLIDE21


Refer to the Resource Guide:The Right People (pages 22 and 23)

In preparation for the next Learning Labs, take time to help identify key individuals whom you might want to consider to become a member of the data coaching team. This team should reflect the implementation process that is best for your district or school. For example, at a district level, you may identify school leaders and administrators to compose a district leadership team, and each school may create their own school level leadership team to establish data coaching teams. Remember, data coaching team members will be the ones helping to facilitate data-informed discussions with all educators in the district or school. The activity titled “The Right People” on pages 12 and 13 in the Resource Guide can help you identify potential data coaching team members by offering ideal skills and characteristics that the team should possess.

SLIDE22


Refer to the Resource Guide:Next Steps (page 24)

As you move forward with planning your data coaching team for your district or school, a few next steps are suggested. First, determine the structures and roles for data coaches and consider who might be included on these team(s). How do you envision the data coaching team working seamlessly in your district or school? This could require discussions with school leaders to help guide the planning phase. Next, review Learning Labs 2–4 and establish a timeline for completion. Be sure to review the materials, resources, and make any copies you might need prior to facilitating those discussions. Also, remember to be mindful of your data coaching team. Not all members may enter with the same background knowledge, so be prepared to adjust your delivery accordingly. The steps and reflective questions within the Next Steps activity on page 14 of the Resource Guide are helpful as you prepare to build capacity in your district or school. Flexible delivery models are also available in each Facilitation Guide to help differentiate delivery.

SLIDE23


DATA COACHING REFLECTION

The Need for Data CoachingUse with Slide 7 of Data Coaching Overview PowerPoint

• How is data discussed and used by administrators?

• How is data discussed and used by classroom teachers?

• How does the community value educational data?

• To what degree does your district or building devote time and resources to the discussion and use of data to inform professional practices and accelerate student learning?


The Right Conditions and ProcessesUse with Slide 21 of Data Coaching Overview PowerPoint

• What conditions need to be established or reevaluated to equip educators to discuss and use data?

• How is data used in your district or building to establish goals or implementation plans?


THE RIGHT PEOPLE

Consider who will lead this work.

Data coaches are capacity builders. They are responsible for managing the systemic changes that will improve instructional practices and accelerate student learning. It is helpful for a data coach to possess the knowledge and skills to build positive interpersonal relationships, facilitate self-reflection, identify research-based strategies, communicate, organize, and, most importantly, energize team members to sustain their efforts to plan and implement change.

The benefit of having a data coaching team is that school improvement requires many hands and minds to make an impact on educational outcomes. These coaches will help support the development of individual and group skills related to assessment literacy, effective instructional practices, monitoring implementation, and action planning. The coach builds the capacity of the team to execute this important work.

DATA COACHING SKILLS & CHARACTERISTICS

Coaching Skills

1. Reflects on practice

2. Identifies and aligns support to meet the needs of educators

3. Communicates effectively and efficiently

4. Uses effective questioning techniques

5. Listens to the ideas of others

Leadership Skills

1. Engages others while planning for improvement

2. Communicates and aligns work with district goals

3. Understands and applies knowledge about change

4. Demonstrates commitment to improved outcomes

5. Establishes productive planning and implementation processes

Relationship Skills

1. Works effectively with a team

2. Builds trust amongst colleagues

3. Is patient

4. Is respected by colleagues

Teaching Expertise

1. Uses data to inform decisions

2. Understands a variety of educational measures

3. Demonstrates strong instructional leadership skills

4. Tends to his/her own professional learning


Think about the skills and characteristics described on the previous page to help identify potential educators within your district or school to serve on the data coaching team. It is not necessary for each individual on the team to demonstrate all of the qualities. However, each data coach should be competent, objective, adaptive, caring, and honest. The size of your district or school will help determine the number of educators on the team.

Potential Data Coaching Team Members

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NEXT STEPS

Consider the following essential questions as you begin to set guidelines and expectations for a data coaching team.

• Why do we need a data coaching team?• How should a data coaching team be structured to maximize resources?• How will the appropriate use of data use be modeled?• What tools and resources will a data coaching team need?• How often will a data coaching team meet?

Determine the best structure for your district or school, including grouping of teams, time, and support needed.

Review Learning Labs 2–4 and their accompanying Facilitation Guides.

Determine the anticipated target dates for completion on the following page.

Schedule time to meet with your data coaching team and work through Learning Labs 2–4.

The following steps are designed to aid in establishing a data coaching team at the district or building level. It may be helpful to include other district or building leaders in these steps.

Reflective questions are included to help develop and establish your vision of a data coaching team(s). Please use these to help determine expectations, roles, and the structures necessary to build capacity amongst educators.

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TARGET DATE FOR COMPLETION:Completed

TARGET DATE FOR COMPLETION: TARGET DATE FOR COMPLETION:

TARGET DATE FOR COMPLETION:


Right Conditions: Access and Data Quality


Right Conditions: Culture and Structure

LEARNING LAB 4The Data

Coaching Process

LEARNING LAB 1An Overview of Data Coaching

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RESOURCE GUIDE - Battelle for Kidsstatic.battelleforkids.org/documents/ohio/TIF_Resource...1. Developing an understanding of the content within each of the four Data Coaching Learning