Putting FACES on the Data: What Great Leaders Do!

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Overview

Build the bridge from data collection to improved instruction

Students are people—not data. How can you use assessment data to focus on reaching every student? This book shows how to develop a common language for sharing all students’ progress with all teachers and leaders, and how to use ongoing assessment to inform instruction. Based on worldwide research of more than 500 educators, the book presents solutions organized by:

  • Assessment
  • Instruction
  • Leadership
  • Ownership

The many benefits of personalizing data include increased student engagement and a positive impact on school culture. This reader-friendly guide helps you set goals, adjust lessons, identify students’ strengths and weaknesses, and implement interventions.

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Editorial Reviews

Sir Michael Barber
"Too often the debate about education sets up a false dichotomy between rigorous use of data on the one hand and teachers' professionalism on the other. This book demonstrates triumphantly that when the two go together, students benefit. "
Brent Davies
"The book sets out to integrate two aspects of school improvement that most think are mutually exclusive: data to improve schools and systems and data to improve the individual child's learning experience. It is a remarkable book as it achieves this challenging task. A great read. "
Melanie Tait
"This book is recommened as a professional development tool for anyone interested in using data to improve school achievement. It would be particularly useful as a study guide for teachers and schools focused on learning how to use data effectively to support their work with children in their own classrooms. "
Sir Michael Barber
"Too often the debate about education sets up a false dichotomy between rigorous use of data on the one hand and teachers' professionalism on the other. This book demonstrates triumphantly that when the two go together, students benefit."
Sir - Michael Barber
"Too often the debate about education sets up a false dichotomy between rigorous use of data on the one hand and teachers' professionalism on the other. This book demonstrates triumphantly that when the two go together, students benefit. "
Brent Davies
"The book sets out to integrate two aspects of school improvement that most think are mutually exclusive: data to improve schools and systems and data to improve the individual child's learning experience. It is a remarkable book as it achieves this challenging task. A great read."
Melanie Tait
"This book is recommened as a professional development tool for anyone interested in using data to improve school achievement. It would be particularly useful as a study guide for teachers and schools focused on learning how to use data effectively to support their work with children in their own classrooms."
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Product Details

  • ISBN-13: 9781452202587
  • Publisher: Corwin Press
  • Publication date: 2/10/2012
  • Edition description: New Edition
  • Pages: 280
  • Sales rank: 251,358
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.40 (d)

Meet the Author

Consulting Description: Data
Consulting Description: Leadership

Lyn Sharratt is an experienced practitioner in system and school improvement working globally at all educational levels. As well, she is a professor at OISE/University of Toronto where she lectures and currently coordinates the 26-student Learning and Leadership Ed D program. She is the former superintendent of curriculum & instruction services in York Region District School Board, a large Canadian school district where she and her staff curriculum team analyzed assessment data and developed a comprehensive literacy improvement program that they launched with the cooperation of senior leadership, principals, and over 8,800 teachers. The continuously improving 14-Parameter program resulted in increased achievement for a diverse, multi-cultural and multi-lingual population of over 115,000 students, and the district became the top performing district in Ontario, where teaching positions became among the most sought-after in the nation. Sharratt has been a curriculum consultant, administrator and has also taught all elementary grades and secondary-age students in inner-city and rural settings. Lyn has analyzed and commented on Public Policy for a provincial organization; has taught pre-service education at York University; and led in-service professional learning in a provincial teachers union head office. She is lead author, with Michael Fullan, of both “Realization: The Change Imperative for Increasing District-Wide Reform” (Corwin, 2009) and, “Putting FACES on the Data: What Great Leaders Do!” (Corwin, 2012). Currently, she consults internationally, working with districts, administrators, curriculum consultants and teachers in Chile, Australia, the United States, the United Kingdom, and Canada.

Consulting Description

Consulting Description: Leadership

An innovative thinker who is sought-after by institutions, publishers, and international think-tanks, Michael Fullan is special advisor on education to Dalton Mc Guinty, the premier of Ontario. He formerly served as dean and professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto. He holds honorary doctorates from the University of Edinburgh, Scotland and from Nipissing University in Canada.

Fullan served as dean of the faculty of education at the University of Toronto from 1988 to 2003, leading two major organizational transformations, including a merger of two large schools of education. He is currently working as adviser and consultant on several major education reform initiatives around the world.

He bases his work on research and practice on both the public and private sectors, finding an increasing convergence in this literature. He has written several bestsellers on leadership and change that have been translated into several languages. Four of his books have won book of the year awards, and his publications have been translated into several languages.

Now, Michael Fullan is offering his experience to you in an e Study opportunity! Visit http://www.corwin.com/learning/estudy/fullan.html for more information.

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Table of Contents

List of Figures and Tables vii

Foreword Sir Michael Barber xi

Preface xiii

Acknowledgments xv

About the Authors xvii

1 From Information Glut to Well-Known FACES 1

Introduction 1

Toward Well-Known FACES 3

How the 14 Parameters Came to Be 7

Parallel Research 12

Simcoe County District School Board Case Study 15

2 The Power of Putting FACES on the Data 29

Genesis of the Dialogue with Educators 30

When and How We Asked the Research Questions 30

Research Findings: Question 1 32

Clustering the Parameters 41

Why Do We Put FACES on the Data? 41

How Do We Drill Down to Find "the Lovely Apparition"? 44

To Be, or Not to Be (Good): That Is the Question 45

FACES at High School 53

Community Schools Case Study 55

3 Making It Work in Practice-Assessment 59

Assessment Case Study 59

What Have We Learned about Assessment from This Case Study? 64

Grande Prairie Case Study 87

4 Making It Work in Practice-Instruction 94

Tier 1-Good First Teaching and Classroom Practice 95

Tier 2-Case Management Approach 120

Tier 3-Early Intervention 124

Eastern Ontario Case Study 135

5 Leadership-Individualizing for Improvement 151

Leading-by-Example Case Study 151

Know-ability, Mobilize-ability, Sustain-ability 157

Case Study from Vail Unified School District, Vail, Arizona 176

6 Ownership-Of All the FACES 184

An Entire State as a Case Study 184

Public Policy Implications 190

Parents and Communities Are "Owners," Too! 193

Case Studies Reveal "Ownership by All" 194

Epilogue 199

Glossary of Terms 202

Appendix A Matrix of Scaffolded Learning Using the Gradual-Release-of-Responsibility Model: From Modeled to Shared to Guided to Interdependent Practice for Practitioners 208

Appendix B Data Collection Placemat for Research 220

Appendix C Case Management Template 222

Appendix D The Teaching-Learning Cycle 228

Appendix E Weekly Literacy Block Planner 229

Appendix F Task-Oriented Question Construction Wheel Based on Bloom's Taxonomy 233

Appendix G Cross-Curricular Literacy Indicators of Success 234

Appendix H Guiding Questions for Collaborative Team Book Study 236

References 243

Index 248

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