Alaska School Leadership InstituteMay, 2012

Lexie Domaradzki and Gary Whiteley

Using data to lead in the danger zone

Strategy 1: Establish a Sense of Urgency• Use data, feedback, and stories to build a sense of

urgency• Engage fresh eyes from inside and outside to help

build urgency• Make the status quo look more dangerous than

launching into the unknown• Explore the consequences of inaction

Empowering others to act on the vision

Strategy 5: Empowering Others to Act on the Vision• Remove obstacles or barriers to accomplishing the

vision• Model behaviors that are consistent with the new

direction and vision• Recognize and reward individual and group actions

that move toward the vision

Building a powerful guiding coalition

Strategy 2: Build a Powerful Guiding Coalition• Reach-out to the high contact and high influence

people in the organization• Invest time and energy in learning together as a

guiding coalition• Assemble a critical mass of people that can

advocate for needed change

Session I

“The role of the school leader has changed dramatically in the past two decades. In a rapidly changing environment, principals and superintendents no longer serve primarily as supervisors. They are being called on to lead in the redesign of their schools and school systems” (p.12). Educating School Leaders, Arthur Levine (2005)

What are the things that you likely need to further Gather

and Collect Data about?• Surface level: universal screening,

patient check up

• Deeper look: Treatment plan, materials, intervention, diagnosis, does the medical match the symptoms, who is really taking the medicine (this is what RTI is)

Myopia

Think- Pair

What would it take to be organized enough to be able to access all of the data necessary to make good decisions?

Alfie scenario

How is this like or unlike your situation?

What challenges does Alfie face once he reviews the data screen shots?

How did the data we just examined assist in considering

the points below?Strategy 1: Establish a Sense of Urgency• Use data, feedback, and stories to build a sense of

urgency• Engage fresh eyes from inside and outside to help

build urgency• Make the status quo look more dangerous than

launching into the unknown• Explore the consequences of inaction

Discuss one or more of these questions with your partner

• How can you ensure that data is visited regularly (routinely with simple system wide indictors)?

• What kind of processes can you put in place to be sure kids are not placed incorrectly or exited?

• What are the current practices in place school/district for routinely examining the data, placing kids? If you have none, what might they be?

What options for support do we have in Secondary in a K-12 school?

• Structural (grouping, class assignment, use of interventions)

• Materials (evidence based, rigorous, pacing, explicit)

• Scheduling (credits, course master: elective credits for reading intervention)

Gathering and Collecting Information Protocol

Closing