Getting MORE Excited About USING Data
Updated Edition of Bestseller

Getting MORE Excited About USING Data

Third Edition (Revised and Updated Edition)

Foreword by Shirley Hord

March 2017 | 280 pages | Corwin

Put data to WORK to better meet the needs of all students

Have you become hyper-focused on state tests?  Do you have important data collected, warehoused, and gathering dust? The time has come to dust off that data and put it to work for your students.

The new reporting requirements under ESSA, combined with the flexibility to act on that data, provide a huge opportunity for education leaders. This is your opportunity to rebuild data processes and rekindle excitement about using data for school and student growth. Getting MORE Excited About USING Data addresses both cultural and technical aspects of using data, starting with underlying beliefs about students, assessment, and individual and collective teacher efficacy. This updated edition features:

  • Guiding questions and protocols for effective professional learning communities, shared leadership teams and subject/grade teaching teams
  • New material on the use of formative assessment in schoolwide planning and instructional design
  • Renewed focus on the role of students 
  • Tips on the electronic challenges of storage, retrieval, privacy and security
  • Real-life examples from schools and districts ranging from specific data displays to sustained, long-term change 

The straightforward language, adaptable models, and focus on human elements make Getting MORE Excited about USING Data an essential resource for every leader. The time is now to use data to establish a collaborative culture with student success at its core. 

“Holcomb leads educators to use data as a catalyst to foster their passion for continuous learning, I highly recommend her pragmatic approach in looking at data as a means to stir the hearts and minds of educators for the sake of our future human resources: the students we serve.”
Kathy Larson, Author
Coaching for Infinite Results

"This book is full of practical supports, resources, and illustrations. It is well grounded in the work of schools and the importance of data to that mission."
Megan Tschannen-Moran, Professor of Educational Leadership
College of William & Mary, Williamsburg, VA
List of Figures
Foreword by Shirley Hord
Why Another Book  
What’s New Here in the Third  
What This Book Is Not  
What This Book Is  
How This Book Is Organized  
About the Author
Chapter 1: Excited About Data—Really?!
Unexpected Excitement  
The Urgency Remains  
Excitement—Killed by Compliance  
Every Student Succeeds Act Enters Amid Continuing Challenges  
What Data Matters Now  
Progress in Data Use  
Excitement Extinguishers  
Chapter 2: You Get More Excited About Data When . . . It Fits Your Beliefs
Espoused School Beliefs  
Beliefs About Students  
Beliefs About Assessment  
Surfacing Beliefs and Acknowledging Differences  
Collective Commitments and Courageous Conversations  
From Caution and Compliance to Commitment  
Chapter 3: You Get More Excited About Data When . . . It Feels Safe
Fear of Evaluation  
Fear of Exposure  
Fear Masquerading as Resistance  
Surfacing the Fears  
Responding to Concerns  
Building Trust  
Chapter 4: You Get More Excited About Data When . . . You’re Not Doing It Alone
Team Structures for Collaboration  
Communication for Team Connections  
Common Language for Collaboration  
Norms and Protocols  
Interdependence of Culture and Structure  
Chapter 5: You Get More Excited About Data When . . . You See Faces in It
Seeing Faces of Diversity and Equity  
Watching Faces Over Time  
Features on the Faces Are More Than Scores  
Hearing the Voices From the Faces  
Helping Students Face Their Learning  
Face-to-Face With Families  
Chapter 6: You Get More Excited About Data When . . . It’s Easy to Get
Types of Data Displays  
Key Features of Data Displays  
Access to Data  
Doing It Ourselves: A School Creates Its Own Data System  
Chapter 7: You Get More Excited About Data When . . . It Fits a Bigger Picture
A Contrast of Cases  
Components of the School’s Big Picture  
Key Points for Stakeholder Involvement  
Picturing the Work of Teaching Teams  
Inquiry in Teaching Teams  
Viewing Teaching Teams in Action  
Chapter 8: You Get More Excited About Data When . . . It Saves Resources
Consolidating Multiple and Existing Plans  
Testing Assumptions Before Seeking Solutions  
Confirming Best Practices  
Learning From Best-in-Class Schools  
Vetting New Programs  
Saying “No, Thank You”  
Chapter 9: You Get More Excited About Data When . . . You Can Do Something About It
Stick to Your Own Sphere  
Analyze the Offered Curriculum  
Fill Curriculum Gaps  
Critique the Culture  
Compare Best Practice and Typical Practice  
Determine What to Try—and What to Stop  
Develop Action Plans  
Chapter 10: You Get More Excited About Data When . . . You Have Time to Deal With It
Kinds of Time Needed  
A System Look at Data  
Studying and Repurposing Time Available  
Using Time Wisely  
Chapter 11: You Get More Excited About Data When . . . It Shows You’ve Made a Difference
Tending to Teacher Efficacy  
Producing Evidence of Implementation  
Generating Evidence of Impact  
Using Data to Demonstrate the Difference You Make  
Reaping Unexpected Benefits  
Spreading a Little Cheer  
One School’s Story  
Chapter 12: You Get More Excited About Data When . . . You Have Appropriate Support
Touch the Talent in the Trenches  
Deliver on Reciprocal Accountability  
Redesign Professional Development for Learning  
Model Use of Data for Continuous Improvement  
Revisit Curriculum Roles  
Dedicate Time  
Tailor Tech Support  
Test Data Warehouses  
Protect Data Security and Privacy  
Support Principals  
One District’s Inside-Out Story  
Chapter 13: Get More Excited
Review and Reflect  
Choose Your Next Steps  
Rock Your World  
References and Suggested Readings
Key features
  • Frequent references to changes in the law and their potential to redirect our focus and improve our outlook
  • Realities of how NCLB affected teachers – from fears of sanctions on their schools to use of test scores to evaluate their performance and in turn threaten their employment, which for most is also their mission in life
  • New material on tender morale issues – teacher sense of efficacy individually, collective sense of efficacy throughout a school, and cultures of trust – critically important for the adults and linked by evidence to student learning
  • Identification of technological advances that facilitate use of data, along with needed steps to counter the realities of threats to privacy and security
  • A more inclusive approach to discussions of leadership – shared, distributed, at all levels, drawing on personal influence as well as position power
  • Refined descriptions of the work of Shared Leadership Teams and Data Teams, with an entire new section on the use of data in Teaching Teams
  • Attention to the concepts and balance of formative, benchmark, and summative assessments and their appropriate uses in school-wide planning and instructional design
  • Increased attention to the role of students – resurrecting other sources of data that reflect the whole child and engaging students with their own data
  • Updated sources of best (evidence-based)  practices
  • Redefined roles of the central office in support of schools
  • Use of data to differentiate professional development among schools and individual teachers, and the positive impact that teacher evaluation rubrics could provide
  • New tools for team productivity, including the use of norms and protocols
  • Current case studies from a diverse set of schools not present in former editions

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ISBN: 9781506357256

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