Transcript Slide 1

Alaska School Leadership Institute
May, 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