List of Figures Foreword by Shirley Hord Preface Why Another Book What's New Here in the Third What This Book Is Not What This Book Is How This Book Is Organized Acknowledgments 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 Index
This book explains how collecting more data should increase student success, not to be "a more research-based, data-driven school." The book focuses on the human elements, such as hopes and fears, prior knowledge, and current needs. It strives to create active engagement with interaction with peers and data with the purpose of building a more collaborative culture and a shared sense of collective responsibility for all students' learning.
Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives: From classroom teacher to university professor From gifted education coordinator to mainstream teacher of children with multiple disabilities From school- and district-level administration to national and international consulting From small rural districts to the challenges of urban education She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change-including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K-12 clusters of schools and evaluated principals. Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research. She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State's School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.