developed by the north carolina department of public instruction dr. sherry broome, regional lead...

Developed byThe North Carolina Department

of Public Instruction

Dr. Sherry Broome, Regional Lead

Self-Evaluation Training for Better School Improvement

Day 2Day 2

Review

Why are we ALL here?

What is CNA?

How will CNA help?

How can we foster change?

Why do we need multiple measures?

Where do we find authoritative data?

Authoritative Data

Activity: Additional Key Data Sources

Using the template provided, revise your Bernhardt Circles by adding/deleting data.

List each under the appropriate category.

Today our focus is to…

Deepen understanding of data and data sources

Model the CNA process• Identify a problem and generate possible data

sources to address the problem

• Engage in process to identify root causes of the problem

Discuss and outline a plan for implementing the CNA process in your department

Activity: Identifying Key Areas for Improvement

In teams: Complete a self assessment using the CNA rubric.

• You must be able to justify your rating with data.

• You must be able to justify why a sub-dimension is not applicable to your department.

Share and reflect on the problems you selected last night.

Is your problem derived from a sub-dimension in which you identified your department as less than leading?

Prioritize the problems.

Triangulation

Direct

Observation

“When we focus only on student learning measures, we see school personnel using their time figuring out how to look better on the student learning measures. We want school personnel to use their time figuring out how to be better for all students.”

Bernhardt,V. L., (1998,March). Invited Monograph No. 4.California Association for Supervision and Curriculum Development (CASCD).

Morning Break

So Much Data…So Little Time...

What will it tell you?

What do you need to know?

How can it help you?

Where is it found?

Starting Data Dialogue

Are there any patterns/trends?

Does anything stand out to you?

Tree Map Activity

Write your problem at the top of the chart paper you have been given.

Create a tree map using the Bernhardt categories as the headings.

List the data sources your department may use to analyze this problem.

Low Academic Achievement

Demographics PerceptionsDepartment

Process

Enrollment

Ethnicity

Gender

Dropout Rate

Attendance

Teacher Licensure

TWC Survey

Parent Surveys

Student Surveys

Observations

EOG/EOC Scores

Benchmark Data

Formative Assessment Data

Teacher Observations

StudentLearning

School Schedule

Professional Development

Plan

Supplemental Programs

Budget

Transportation

Demographics PerceptionsDepartmentProcesses

StudentLearning

STATE THE PROBLEM

DATA

SOURCES

Creating a Culture of Inquiry

“Willingness to ask questions—and to look for the real answers—gets to the heart of how data can stimulate the. . . change process.”

Ruth S. Johnson, “Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools”, 2002

Gallery Walk

Place your group’s poster on the wall. When you hear the signal, move clockwise to

the next chart. As you move about the room, look for

commonalities between departments. We will debrief after the gallery walk.

Summary of Gallery Walk

Aha’s

Similarities (Overarching themes)

Differences

Impact

“Data make the invisible visible. . . revealing strengths and weaknesses that are easily concealed.”

Mike J. Schmoker

Determining the Root Cause

The Four Why’s

State the Problem

Why is it a problem?

Why is it a problem?

Why is this a problem?




















Why is this a problem?Why is this a problem?




Four Whys – example

Don’t think it will help

They aren’t comfortable

Don’t feel welcome

Parent’s concerns not addressed

Parents don’t have a positive view of schools

Invitation seen by school as their responsibility

Limited meeting agenda

Historic practice

No strong links with local community leader

That has been their experience

Their experience of schools was being told

See school as a part of the ‘establishment’

No alternative models

Only educational professionals involved

Only concerned with what happens age 5-11

Aimed at solving school’s problems

Classroom issues seen as priority

Left school without sense of achievement

Parents have no link to what their children are learning

Parents not experienced adult education or training

They had poor teaching

Think that school will tell not listen

Impersonal invitations – from a stranger

Friends/wider family not invited

Usually asked to come to school when there is trouble

Learning seen as separate from everyday life

Agenda limited to educational issues

Agenda is school’s, not children’s

Negative experiences as children

Parents don’t engage

Don’t respond to communications from school

Where are we now?

Models of Excellence

Understanding others

Share the vision

Personal Valuesand Passionate

Conviction

Monitor, evaluate and

improve

Build commitment and support

Gather data and gain

understandingPlan for delivery

Next Steps – The Process T Chart

• What do you do well? How do you know?• Perception v measurable evidences

Bernhardt Circles• Identify multiple sources of data• Triangulate data to identify/address problems

CNA rubric self-evaluation• Identify areas of strengths and weaknesses• Identify/Prioritize areas of need

The Four Whys• Identify root causes• Determine those over which you have control • Identify focused actions

Create the Plan – Day 3

Homework Go through the process with your staff

Identify departmental areas of need based on your CNA ratings

Continue collecting data which are focused on the 14 sub-dimensions to bring to the next training

Feedback on Today

Even better if …Even better if …What went well?What went well?

developed by the north carolina department of public instruction dr. sherry broome, regional lead...

Documents

department slide

authoritative data slide

problem data sources

understanding of data

addingdeleting data

possible data sources

morning break slide

additional key data