Principal as Data-Driven Leader.

This concise guide helps principals introduce a data-driven school improvement planning cycle, create a team to gather relevant data, and embed data practices into a school's culture.

Detalles Bibliográficos
Autor principal: Ontario Principals' Council
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2008.
Colección:Leading student achievement.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Front
  • Contents
  • Acknowledgments
  • Introduction
  • Chapter 1
  • School Improvement Planning
  • The International Drive for Accountability in Education
  • The Pillars of Government Education Policy
  • Improving Student Achievement
  • School Improvement Planning for Student Achievement
  • Keeping School Planning on Track
  • Sorting Through the Available Data
  • Summary
  • Chapter 2
  • The Dimensions of the Principal as Data-Driven Leader
  • The Principal as Leader
  • Understanding and Implementing the Process
  • Aligning Great Teams
  • Assessing the Ongoing Progress
  • Assigning Staff to Support the School Plan
  • The Principal as Professional Developer
  • Analyzing the Data
  • Supporting the School Plan
  • The Principal's Role as Communicator
  • Informing Stakeholders about the Process
  • Communicating How to Use Data in the Context of School Planning
  • Summary
  • Chapter 3
  • Introducing Data-Based School Improvement
  • Convincing School Staff
  • Introducing the Concepts
  • Using the Three Dimensions of the Principal in Convincing Staff
  • Working with Leadership Teams
  • How Are Leadership Teams Effective?
  • Making Data Use Explicit
  • Summary
  • Chapter 4
  • Finding Reliable, Valid, and Comprehensive Data
  • Types of Data
  • Outcome Data
  • Demographic Data
  • Process Data
  • Perceptual Data
  • Intersecting Data
  • Defining Data Types with Your Staff
  • Summary
  • Chapter 5
  • The Data-Driven School Improvement Planning Cycle
  • The School Improvement Planning Cycle
  • 1. Predict
  • 2. Check Assumptions
  • 3. Observe the Data
  • 4. Interpret the Data
  • 5. Plan
  • 6. Gather Further Data
  • 7. Repeat the Cycle
  • In-School Application and Practice
  • The Practice Activity
  • Ensuring That Evidence is Valid and Complete
  • Complete
  • Consistent
  • Comparable
  • Concealing
  • Next Steps
  • Triangulation
  • The Problem Solution Frame
  • Summary.
  • Chapter 6
  • Embedding the Cycle in the School's Culture
  • Facilitating Success
  • Poor or Incomplete Data
  • Analysis or Interpretation is Flawed by False Assumptions
  • Lack of Appropriate Strategies
  • The Difficulty of Change
  • Adding to the Toolkit
  • Root Causes
  • Using the Process to Build SMART Goals
  • Summary
  • Educator Toolkit
  • Suggested Additional Readings
  • Glossary
  • References
  • Index.

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