Schlumpf Data Culture Plan

School Culture Plan ED PSYCH 510 Julie Schlumpf
Data must be communicated in a way that parents and staff members can understand so that the school community can engage in a meaningful conversation that results in collaborative and effective problem solving." When I become a principal my plan is to build a school culture focused on data. The first thing I would do is to review the school vision and mission statement with my staff. The vision statement defines the optimal desired future state of what the school wants to achieve over time. It also acts as its North Star and defines where the school is going. The mission statement defines its reason for existing. It defines the present state or purpose of the school. The mission statement answers what the school does, who it does it for, and how it does what it does. To focus on culture means to look at its deep pattern of values, beliefs, and traditions that have been formed over the course of its history. In schools, these beliefs, values, and traditions are sometimes more simply referred to as the way we do things around here. School outcomes, both desirable and undesirable, are directly related to the practices and philosophies embedded in the culture of a school. Any attempt to change and improve the undesirables needs to begin with an analysis of what currently exists. I would encourage staff to include the use of data in our mission statement. Next, I would use Victoria Bernhardts Continuous Improvement Continuums to evaluate the current culture of the school. It is necessary to know where the school currently is in order to move forward. Bernhardts rubric evaluates the culture of the school. It examines 7 different elements using a 5 point rubric focused on your approach, implementation, & outcome for each. It includes information and analysis, student achievement, quality planning,
leadership, professional learning, partnership development, and continuous improvement and evaluation. I would ask the staff these questions: Why does our school need to improve? What needs to improve? How do we improve our school? Do we have what it takes (personnel, skills, capacity) to create a culture of school improvement? Then, I would begin to develop a culture that embraces data. This may not be an easy thing to do, especially if the school didnt see the value in it. Demonstrating how using TPEP as our new evaluation framework would be helpful. Making sure to walk my staff through it as a group and then meet with them individually when talking about their lesson would help ensure their cooperation. It could also alleviate some stress about using this new evaluation system. Reviewing our Common Core curriculum in math, reading, and writing during this process would also be helpful. Reminding staff the Common Core provides: Consistent learning expectations for all students (see application for students with disabilities). Clear standards that focus on understanding over memorization. Emphasis on the critical topics students need to succeed after high school. Faster testing results with a better, more focused online assessment system. Staff would have to fully understand the Danielson Frameworks and how using components 3.1, 6.1, and 8.1 would help them meet their team, class, and individual goals. An example of a goal I am working on this year is for component 8.1, which is a third grade team goal: Between November and May all third grade students will improve in their ability to solve story problems. Measured by formative (classroom-based assessments), and summative assessments (MSP) and a four-point rubric, at least 70% of students will improve one level in problem solving and reasoning (see student growth rubrics). After preparing students for many years to take the WASL, MSP, and now the Common Core test, I believe that if we started to analyze our students data
earlier in the year we would improve their test scores at a faster rate. We would identify kids who have reading and math deficits and use remediation to address meeting their needs. Using software such as Performance Plus could help us quickly find out what students have done in previous years and we could go from there. Here is a quick, bulleted approach from NASSP that gives an overview of the plan I would follow:
1. Develop a culture that embraces data.
2. Collect data that provide a complete picture of the schools climate for learning, including school variables that examine teacher-student and peer peer relationships, student and family engagement, school safety, and how the physical environment supports learning. 3. Collect data that determine the present performance level of every student in the core curriculum and determine how students are performing in other areas that could affect their learning or school engagement. 4. Collect student performance data that provide a complete picture of the whole child, including his or her academic, behavioral, social-emotional, and physical development. 5. Convene professional learning communities or data dialogue teams to discuss and solve problems of practice. 6. Have the teams review relevant student performance data (and student growth goals) and determine a course of action for solving problems that affect student and school performance. 7. Monitor student progress in response to the implementation of interventions and programs addressing those problems. 8. Evaluate intervention and program effectiveness and refine instruction, interventions, and data collection procedures as needed. 9. Engage all school staff members, students, and families in reviewing and using data. 10.Distribute student progress reports on a regular basis (e.g. monthly or quarterly) to all stakeholders to ensure continuity and ownership of student learning. To support social justice in our school I will stress the value of the contributions of each student, to personalize instruction for each teacher, and to provide rigorous programs that support struggling learners, making every student college and career ready. I will refer to the activity from the NASSP, entitled Using
Equity Audits to Create Equitable and Excellent Schools as a guide. Finally, I would use the following time frame as my guide to implement my school culture plan: 1. Quick wins: actions that can be implemented this semester or this school year 2. Moderately difficult undertakings: actions that need summer planning, professional development, or both 3. Major tasks: actions that will need two years or more for full implementation and may include quick wins and moderately difficult undertakings

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School Culture Plan ED PSYCH 510 Julie Schlumpf

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