Putting FACES on the Data: What Great Leaders and Teachers Do!

by Lyn D. Sharratt, Michael Fullan

Overview

When numbers become people, learners thrive

Imagine a world where data has a FACE and gives you focused information on how to reach every student. In this updated guide, Sharratt and Fullan turn worldwide research into a road map for using ongoing assessments to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you’ll find:

• A fresh look at data to incorporate new learning
• Updated case studies, figures, and vignettes
• Insights from 500+ educators
• An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking
• Practical tools for committing to “equity and excellence”

Product Details

ISBN-13:	9781071855102
Publisher:	SAGE Publications
Publication date:	09/09/2022
Edition description:	New 10th Anniversary Edition
Pages:	376
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Lyn Sharratt, Ed D, is a practitioner and researcher working in remote and urban settings worldwide. Lyn is an Adjunct Professor at the Ontario Institute for Studies in Education, University of Toronto, Canada; a Fellow at University of Melbourne, Australia; an author consultant for Corwin Press; an advisor for International School Leadership with the Ontario Principals’ Council; and consults internationally, working with system, school, and teacher leaders at all levels in Australia, Canada, Chile, New Zealand, the Netherlands, Norway, the United Kingdom, and the United States. Lyn focuses her time and effort on increasing each student’s growth and achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to make equity and excellence a reality for ALL students.

Visit www.lynsharratt.com for articles, video clips, podcasts; on Twitter: @Lyn Sharratt; on Instagram: lyn_sharratt; and on Linked In where Lyn owns the “Educational Leadership” Linked In group made up of 99,000+ members.

Lyn’s authorship includes: Realization: The Change Imperative for Deepening District-Wide Reform (with Michael Fullan); Putting FACES on the Data: What Great Leaders Do! (With Michael Fullan); Good to Great to Innovate: Recalculating the Route, K-12+ (with Gale Harild); Leading Collaborative Learning: Excellence (with Beate Planche); CLARITY: What Matters MOST in Learning, Teaching and Leading (International Best-Selling Education Book in 2020); and Putting FACES on the Data – the 10^th Anniversary Edition (with Michael Fullan).

Lyn is proud of the recent co-development of the CLARITY Learning Suite (CLS) - a web-based collaborative Professional Learning opportunity that mirrors CLARITY. Lyn and her team believe that ‘everyone’s a leader’, thus CLS provides guidance to Learning Leaders on how to do this work of system and school improvement – together – to make a difference for all students. Visit www.claritylearningsuite.com.

Michael Fullan, Order of Canada, is the former Dean of the Ontario Institute for Studies in Education, and Professor Emeritus of the University of Toronto. He is co-leader of the New Pedagogies for Deep Learning global initiative. Michael served as Premier Dalton Mc Guinty’s Special Policy Adviser in Ontario from 2003-2013. He received the Order of Canada (OC) in December 2012 and holds five honorary doctorates from universities around the world. His ‘interim autobiography,’ Surreal Change, covers his pre-Covid-19 era to 2018. Michael and his colleagues are now working diligently on field-based comprehensive system change in several countries. Under the umbrella of what they call the ‘humanity paradigm’ —equitable-equal deep change that integrates local (school and community), middle (district/regional), and centre (policy) entities. Michael’s latest books are: Spirit Work and the Science of Collaboration (with Mark Edwards, 2022), The Principal 2.0 (2023), The Drivers (with Joanne Quinn, 2023), and The New Meaning of Educational Change, 6^th Edition (2025).

For more information on books, articles, videos, podcasts please go to: www.michaelfullan.ca

Table of Contents

List of Figures and Tables xv

Preface xix

Foreword Sir Michael Barber xxiii

Acknowledgments xxvii

About the Authors xxix

1 From Information Glut to Well-Known FACES 1

Introduction 1

Toward Weil-Known FACES 3

How the 14 Parameters Came to Be 7

Integrating New Pedagogies for Deep Learning (NPDL) 13

Self-Assessing Against the 14 Parameters 13

Practice Aligns in Systems and Schools 29

A System Case Study 30

2 The Power of Putting FACES on the Data 39

Genesis of the Dialogue With Educators 40

When and How We Asked the Research Questions 40

Research Findings: Question 1 42

Clustering the Parameters 52

Why Do We Put FACES on the Data? 52

How Do We Drill Down to Find "the Lovely Apparition"? 55

To Be, or Not to Be (Good): That Is the Question 56

FACES in Secondary School 66

MACS Case Study: Evidence-Proven IMPACT! 67

Evidence of Improvement 69

3 Making It Work in Practice-Assessment Literacy 81

Assessment Literacy 82

Assessment Case Study 82

What Have We Learned About Assessment Literacy From This Case Study? 88

Armadale Case Study: "Attention to Detail" Works! 119

Accountability and Responsibility at Armadale Public School: An Example of the 14th Parameter 121

Assessment as a Culture of Accountability 127

4 Making It Work in Practice-Instructional Intelligence 129

Tier 1-Good First Teaching and Classroom Practice 131

Tier 2-Case Management Approach-Instructional Intervention 158

Tier 3-Early Intervention 162

Cleveland District State High School Case Study 173

Link to Deep Learning 181

5 Leadership-Individualizing for Improvement 183

Leading-by-Example Case Study 183

Know-ability, Mobilize-ability, Sustain-ability 203

A USA Case Study 227

6 Ownership-Of All the FACES 231

A National Case Study: Wales 231

Public Policy Implications 239

Parents and Communities Are "Owners," Too! 242

Case Study: Bringing Together the 14 Parameters and NPDL 245

Case Studies Reveal "Ownership by All" 247

Leadership in Calm and Crises 253

The Intersection of Our Work 254

FACING Forward 254

Epilogue 257

Glossary of Terms 261

Appendix A Matrix of Scaffolded Learning Using the Gradual-Release-of-Responsibility Model: From Modeled to Shared to Guided to Interdependent Practice and Application 269

Appendix B Data Collection Placement for Research 289

Appendix C Two Case Management Meeting Templates 291

Appendix D The Teaching-Learning Cycle 301

Appendix E Weekly Literacy Block Planner 303

Appendix F Task-Oriented Question Construction Wheel Based on Bloom's Taxonomy 311

Appendix G Cross-Curricular Literacy Indicators of Success 313

Appendix H Guiding Questions for Collaborative Team Book Study 315

References 325

Index 331

Editorial Reviews

My journey as a school and system leader has run parallel to the 10 years of Putting Faces on the Data. As a school leader, it helped me learn that the only way you lift outcomes – whether for a class or a school – is child by child. This ensures that we have a line of sight to what each child and school needs to improve student outcomes. Thank you from every child who has been ‘given a face’ in a class, school, and system across the world.

School Performance North - Leanne Nixon

This book changed the way our system views data and how collectively a shared understanding of data literacy brings accountability to the forefront. There is no system improvement without 'Putting Faces on the Data'!

Education and Research Sydney Catholic Schools - Kate O'Brien

Unlocking the capacity of each student remains the essential work of all teachers and leaders. This new edition expertly provides an elaborated and contemporary focus on how to enhance school performance through identifying and understanding the abilities, passions, and potential of our next generation of innovators and problem solvers.

The University of Melbourne - Jim Watterston

Sharratt and Fullan’s 2012 work was a catalyst for progress in Queensland public education, leading us out of a “teacher-led / data-driven” binary into a new era characterised by deep understanding of our student and community needs, grounded in evidence. New perspectives in this edition reflect contemporary research and case studies, updated parameters, and provocations around emerging global challenges.

Department of Education Queensland - Sharon Schimming

It is great to have a 10th anniversary edition of FACES! This book changed the way we understood how to promote improvement in our work with teachers and leaders in Chile. It taught us what to look for in the process of learning, what data is relevant to collect, and how leaders become learners with their teachers. FACES taught us that focus for collaboration and professional learning is all about putting each student’s achievements at the center of our conversations!

Fundación Educacional Arauco - Isidora Recart

This powerful book provides the missing links between intention and action. Educators want to see every student succeed in learning and in life. The challenge is to reform the system to deliver on broader and deeper goals while also engaging each student on a pathway to their “best possible, most richly imagined future.” This book is a beacon of hope that honours the work of all teachers and leaders by making sense of the improvement journey in classrooms, schools, and systems.

Ontario Ministry of Education - Mary Jean Gallagher

A superb book. Full to the brim of practical, workable ideas. Sharratt and Fullan exude love and compassion for all students everywhere, reinforcing that they all deserve the best educational experience, irrespective of circumstance or context. It also reminds us to look at faces first, data second, in the pursuit of achievement for all. Powerful and persuasive, this book speaks directly to the importance of focusing on global education now more than ever.

University of Swansea - Alma Harris

Lyn Sharratt and Michael Fullan clearly articulate the complexity of change and the necessity to understand the 13 parameters by providing an insightful resource using case studies to provide an indisputable pathway to system improvement. This is a must read for every system leader, school leader, and teacher leader. Their work has been pivotal in my work as a system change leader in both Manitoba and Alberta and is even more important coming out of a global pandemic.

Pembina Hills School Division - Michael Borgfjord

This is our forever work.

Diocese of Maitland-Newcastle - Gerard Mowbray

A book starts with blank pages, has within it a lovely apparition and a sense of beauty waiting to be imprinted so that potential readers can then make interpretations about what they see. There is no immaculate perception when interpreting data, but there are multiple meanings tied to beautiful faces. Sharratt and Fullan paint the pictures, sculpt the beauty of the meaning of data, and dive deeply into the interpretations and implications. A work of art, indeed.

University of Melbourne - John Hattie

In this fast-paced world, work that is relevant ten years after its first edition speaks to its durability. Each part of this book can be found in the work we do – I see data walls and I hear conversations about assessment and how it drives instruction. This book guides our work with practical examples, clear explanations, and guidance. Thank you to Lyn and Michael for continuing to make Putting FACES on the Data relevant and valuable to all educators!

Seine Rover School Division - Elaine Lochhead

A rich tapestry weaving together data, student identity, and informed professional judgement. Sharratt and Fullan have provided a context for the use of student data to move from an aspiration that all children can learn to an accountable set of actions to ensure that all means all. Putting faces on the data requires knowing the whole learner, including their identity, community, and lived experience.

Department of Education and Early Child Development - Cathy Montreuil