Creating Cultures Grounded in Data - Preview

Creating Cultures Grounded in Data

This module supports leadership teams in the process of using relevant data to ensure deeper learning for students.

This module aligns with:

  • Ohio's Leadership Development Framework, Area 1: Data and the Decision-Making Process
  • Ohio Improvement Process: Stage 0

Receiving Credit for this Module

The Ohio Leadership Advisory Council offers educators credit and contact hours for OLAC work. Teachers, principals, and superintendents who are working toward license renewal can receive university credit for completing OLAC modules from a number of Ohio universities. Pre-approval is required. For estimated contact hours for credit or to learn more about receiving credit for OLAC work, visit the Credit Corner.

Video Transcript

Hello, I'm Doug Reeves. Welcome to the module on establishing cultures grounded in data. As you begin your study of this module, I'd like to share with you six big ideas for your consideration.

First, the central purpose of leadership at every level is the improvement of teaching and learning. That's the reason we do data analysis and whenever we consider any of our decisions, the central question ought to be, "is it helping teaching and learning?" Is it improving our instruction and ultimately having an impact on student achievement.

Secondly, the role of the State. The Ohio Leadership Development Framework is a model for the United States. It is one of the most thoughtfully, integrated approaches to leadership alignment that I've ever seen. If you haven't taken a look at the framework recently, please do so. You'll find tools and ideas that will help to align effective practice - from the district, to the building, to the classroom.

Third, the purpose of data. The purpose of data is to help us identify critical needs, and you'll find tools such as the Ohio Decision Framework that will help you do this. Remember, it's not to rate and rank and sort and humiliate people. It's to identify our most important priorities.

Which leads us to the fourth big idea, an honest assessment of our greatest needs. There are many demands on your time, energy and resources. The use of data allows us to have an honest appraisal and set these priorities in a thoughtful way.

Fifth, let's look at perspectives. Your district and building leadership teams will function best when you include members who have a variety of different perspectives. The membership on the district and building leadership teams includes representatives from several stakeholder groups including administrators, parents, community representatives, board members, and very importantly, teachers from a variety of disciplines and grade levels.

Sixth, monitoring and follow-through. The central question for every meeting is "did we do what we said we were going to do? " In other words, every meeting is not just a consideration of data in the abstract, it's a consideration of data that leads to better instructional and leadership decisions, and once we have that sense of purpose, we have to be willing to challenge each other on following through and monitoring not just what the kids are doing, but what we're doing.

This is a challenging module, but you're going to find it useful and professionally satisfying.

Thanks for listening, I'm Doug Reeves.

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This module features videos, pre- and post-assesments, and questions for discussion.

Number of content pages: 15

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