EDLD 5352 Week 2 Data-Driven Instruction Assignment Template (2)

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EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 1 Week 2 – Lever 1: Data-Driven Instruction Aligned National Standards: NELP Standard 4 : Learning and Instruction Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. PSEL Standard 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic succes s and well- being. Texas State Standards and Principal as Instructional Leader Tested Competencies Texas State Standards TAC Rule §241.15 (c) Leading Learning Principal as Instructional Leader Tested Domain and Competencies Domain II: Leading Learning Competency 3: The entry-level principal knows how to collaboratively develop and implement high-quality instruction. Competency 4: The entry-level principal knows how to monitor and assess classroom instructions to promote teacher effectiveness and student achievement.

EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 2 Course-level Objectives (CLOs): State Standards: TAC Rule §241.15 (c) Leading Learning 1. Demonstrate a fundamental understanding of instructional leadership. (Evaluating) (CLO1) 2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) 3. Demonstrate knowledge and capacity for teacher observation, evaluation, and feedback. (Evaluating) (CLO3) 4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4) Week 2 Learning Objectives (W2LOs): 1. W2LO1: (CLO1, CLO2) Develop a faculty data instructional team for analysis of student academic performance data. 2. W2LO2: (CLO1, CLO2) Establish protocols, expectations, and structures for the faculty data instructional team to implement best practices for effective data analysis to achieve their purpose and goals. Overview: In Week 1 of this course, you were introduced to the Seven Levers of Quality Instruction and Culture (Bambrick-Santoyo, 2018). This week, you will expand your understanding of the role of an instructional leader in facilitating a data instructional team for the purpose of making decisions that improve student academic outcomes. Resources: Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. Jossey-Bass. (Chapter 1, pp. 25-87) Data Documents • Cardinal Elementary TAPR • Cardinal Elementary Grade 4 Classroom Math Student Performance Data Video Lectures: • Data: It’s Just Part of a Good Teacher • Leverage Leadership 2.0: Clip 02

EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 3 Week 2 Assignment Rubric: Use the Rubric to guide your writing. Level 3 Meets Minimum Criteria is the baseline passing standard for candidates. Tasks Level 1: Does not meet the minimum criteria Level 2: Approaches minimum criteria Level 3: Meets minimum criteria Level 4: Meets target criteria Part 1: Data Instructional Team Candidate identifies 5 faculty to comprise a team for student academic data analysis. W2LO1: (CLO1, CLO2) Candidate demonstrates little or no understanding and ability to identify a data instructional team. The team lacks diverse backgrounds and experiences. Candidate does not provide a rationale for the selection of team members. OR Does not address this portion of the assignment. 0 Points Candidate demonstrates a limited understanding and ability to identify a data instructional team. The team lacks sufficient diverse backgrounds and experiences. Candidate does not provide appropriate rationale for the selection of each team member. 28 Points Candidate demonstrates a general understanding and ability to identify a data instructional team. The team is comprised of diverse backgrounds and experiences. Candidate briefly describes appropriate rationale for the selection of each team member. 32 Points Candidate clearly demonstrates a thorough understanding and ability to identify a data instructional team with specificity. The team is thoughtfully comprised of diverse backgrounds and experiences. Candidate comprehensively describes appropriate rationale for the selection of each team member. 40 Points

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EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 4 Part 2: Data Meeting: Purpose, Protocols, and Goal-Setting Candidate writes a narrative to describe a principal’s actions to facilitate the planning and structure of a data instructional team. W2LO2: (CLO1, CLO2) Candidate demonstrates little or no understanding of the principal’s role and ability to facilitate protocols and structures for the data instructional team. The narrative lacks action steps that a principal should consider for providing guidance to the data instructional team. OR Does not address this portion of the assignment. 0 Points Candidate demonstrates a limited understanding of the principal’s role and ability to facilitate protocols and structures for the data instructional team. The narrative provides few action steps that a principal should consider for providing guidance to the data instructional team and lacks details and specificity. 28 Points Candidate demonstrates a general understanding of the principal’s role and ability to facilitate protocols and structures for the data instructional team. The narrative provides some of the action steps that a principal should consider for providing guidance to the data instructional team but may lack details and/or specificity. 32 Points Candidate clearly demonstrates a thorough understanding of the principal’s role and ability to facilitate detailed protocols and structures for the data instructional team. The narrative provides comprehensive and organized action steps that a principal should consider for providing guidance to the data instructional team. 40 Points Writing Elements: Candidate had many spelling, grammar, or technical writing errors. 0 Points Candidate had some spelling, grammar, or technical writing errors. 7 Points Candidate had few spelling, grammar, or technical writing errors. 8 Points Candidate had no spelling, grammar, or technical writing errors. 10 Points

EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 5 Part 1: Data Instructional Team Directions: Last week, you identified an academic area of need for improvement, based on the TAPR data for Cardinal Elementary. Imagine you are the principal of Cardinal Elementary. Your next step is to create a faculty team to assist in planning and designing strategies for teachers to implement for improved instruction and student learning outcomes. Your team will be comprised of 5 teachers. Refer to the TAPR data for the teachers’ years of experience. The other faculty information can be whatever you ideally would want to include on your team (e.g., subject, grade level, etc.). Complete the table below, identifying the faculty members of the data instructional team who will collaborate to develop solutions to root causes of the identified academic need for improvement. This instructional team should be as diverse as possible in experience, perspectives, and background as educators. Be specific in describing what expertise they have to offer the team and the reason for selecting each faculty member to serve on this team. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text. Citations & references are NOT required. Faculty Team Member 1 Faculty Team Member 2 Faculty Team Member 3 Faculty Team Member 4 Faculty Team Member 5 Subject: Math Subject: Math Subject: Reading Subject: Science/Technology Subject: Special Education Grade level: 4th Grade level: 5th Grade level: 4th Grade level: 5th Grade level: 3 rd /4 th /5th Years of Experience: 8 Years of Experience: 22 Years of Experience: 18 Years of Experience: 4 Years of Experience: 15 Other Characteristics: Bilingual/ESL Other Characteristics: Grade 5 Team Leader Other Characteristics: Grade 4 Team Leader Other Characteristics: Gifted & Talented Certification Other Characteristics: Bilingual/ESL Expertise brought to Team: Understanding diverse student populations Expertise brought to Team: Mathematician Expertise brought to Team: Literacy Instruction Expert Expertise brought to Team: Data Technician Expertise brought to Team: Curriculum expert

EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 6 Rationale for selection: Member 1 brings an understanding of diverse student populations to the team as well as grade level knowledge in math. She is knowledgeable in ESL instructional strategies and best practices. Rationale for selection: Member 2 brings an expertise of math with 22 years of experience teaching in that content area. She is the 5 th grade team leader and has built positive relationships with all 5 th grade teachers. Rationale for selection: Member 3 brings a wealth of knowledge in literacy instruction. She is the 4 th grade team leader and has built positive relationships with all 4 th grade teachers. Rationale for selection: Member 4 will be the technology expert and support for the team. He has expertise in data analysis. He will bring the data to life with charts, graphs, and tables that every stakeholder will easily understand. Rationale for selection: Member 5 brings curriculum expertise in all grade levels and all content areas. She will help the team understand how to design teaching strategies to meet the needs of inclusion students as well as ESL students. Part 2: Data Meeting Protocols, Purpose, and Goal-setting Directions: Once your team is established, as the instructional leader, you (as the principal) must provide them with guidance and structure for the data meetings’ protocols, purpose, and goals. Use the readings from this week to write a comprehensive narrative (700-word minimum). Include in the narrative what the principal’s actions should be to facilitate the planning and structure of the data instructional team. Be specific and organized as you articulate these structures and expectations. Provide examples and cite evidence from the readings. Use the following resources to inform your narrative response. • Leverage Leadership 2.0, pp. 80-83 – “ Action Steps for Principals ” • Video Lectures: o Data: It’s Just Part of a Good Teacher o Leverage Leadership 2.0: Clip 02 • Data Documents (attached below the assignment template) o Cardinal Elementary TAPR o Cardinal Elementary Grade 4 Classroom Math Student Performance Data Remember to imagine you are the principal, and your response to this part of the assignment is to

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EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 7 provide guidance to your faculty through the lens of an instructional leader. Consider the questions listed below. These considerations are examples of some, but not all, of what should be included in your narrative. • In addition to TAPR data, examine the math student performance data. What might the team discover in their data analysis as a need for improvement? • How often will the team meet? • What preparations/pre-work should the team members bring to the meetings? • What are your expectations for follow up reports regarding their findings? • What is the timeline (i.e., deadline) for the team to report their initial recommendations for professional development to you? Type your narrative below. Citations and reference list are required. As Muhammad Ali once said, “The fight is won or lost far away from witnesses — behind the lines, in the gym, and out there on the road, long before I dance under those lights. ” Data analysis meetings are much the same. With a team established and ready to go, my next step would be preparing for the meeting. To insure we have an impactful meeting, I will look at the students work in advance to identify the patterns, pick out key questions of focus, and have a preliminary idea of the analysis and action plan. I will also identify a student exemplar, pull upcoming lesson plans, script the reteach plan, and last of all unpack the standard. I will preview protocol with teachers and assign roles to match the strength of each member. Here are the team members ’ assigned roles: Member 1 Timekeeper – being someone who understands the importance of time Ms. Member 1 will remind the team of time while actively participating in the meeting. Member 2 Recorder – having the action plan template and team meeting template available online will allow Ms. Member 2 to record information accurately while also remaining an active participant of the meeting. Member 3 Data Wall Curator – with a passion for displays and wall hangings, Ms. Member 3 will post the team results as the meeting occurs. Member 4 Data Technician – with his skill and passion for collecting data, Mr. Member 4 will organize the data into useful charts/tables/graphs. Member 5 Focus Monitor – with her deep understanding of the process, Ms. Member 5 will help keep the focus and dialogue on point while participating actively in the meeting. When my preparation work is completed, it will be time to plan a meeting. The meeting will start by celebrating the team ’s successes since the previous week (Bambrick-Santoyo 2018). With my preselected question to focus on, we will review the standard and the exemplar response. For this meeting, we will focus on data from the 4 th grade Math Performance Data question # 12 Fractions on a Number line standard 4.2. With only 19% of the class choosing the correct answer, we will take a deep dive into what a student needs to know to answer this question accurately. We will then compare the exemplar student response to the student response that is incorrect. This should open the door to any gaps the class has when it comes to this standard. Seeing and naming

EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 8 the gap in this way makes the data meeting powerful. Writing down the student error and the conceptual misunderstanding evident in that error locks in what went wrong which will allow teachers to quickly pivot to how to fix it (Bambrick-Santoyo, 2018). With a solid analysis the team will be ready to shift the focus to reteaching. Following the reteach planning process noted in Bambrick-Santoyo (2018), I will first give my teachers time to plan independently, then have them “spar” with another reteach plan. Perfecting each plan before presenting it to the students is the key. The teachers will pull from each other’s plans focusing on “what would yo u add ” ensuring focus on the strongest elements of it. At the end of the data meeting I will ask the teachers to list all the action items and to schedule a follow up. I will observe implementation of the reteach within 24 hours. Within the next 3 days teachers will be expected to turn in student work samples of reassessment data to the team leaders. Teachers will be given multiple opportunities to continue to assess and track mastery. Some of the assessments might be through homework, independent practice, or Exit tickets. We will then move to the lowest scoring work samples and determine who might need pulling for tutoring during powerup, what exactly do we need to remediate, how can we adjust to meet their needs? To have successful data driven instruction I will first schedule all the key tasks related to it, then once they are locked in, I will build the rest of the calendar. Interim assessments will be locked in as well. With this data driven instruction program, we will not be teaching to the test; we will be teaching to the students, to their needs because we will know precisely what they are. Resources: Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. Jossey-Bass.

EDLD 5352 Week 2 Data-Driven Instruction Assignment Template (2)

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