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Saturday, November 19 • 11:00am - 12:10pm
Levers of Instructional Leadership: Time, Feedback, and Data

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Participants:

Valuing Teachers’ Time: Data, Challenges, and Principal Insights. William L. Sterrett, University of North Carolina at Wilmington; Michele A. Parker, University of North Carolina at Wilmington; Kris Mitzner, Katy Independent School District

This paper answers the call for “action-oriented research and scholarship” to connect research and practice by focusing on teacher and principal perspective related to time. Using data from the 2014 North Carolina Teacher Working Conditions survey, we surveyed a sample from over 2,500 principals. We discuss the findings in relation to the extant literature and implications for principal preparation programs. Results from this exploratory study offer insights and strategies regarding how principals lead with time.

Feedback for Growth: The Promise of Differentiating Feedback to Build Capacity. Ellie E. Drago-Severson, Jessica Blum-DeStefano (Teachers College, Columbia University)

Drawing from constructive-developmental theory, a multidisciplinary review of the feedback literature, and more than 25 years of research and work with school leaders around the world, we introduce a new, developmental approach to feedback. More specifically, we illuminate the critical importance of differentiating feedback so that adults—who make sense of their experiences in qualitatively different ways—can best hear it, learn from it, and grow. We offer implications for practice, professional learning, and leadership preparation.

Data-Driven Instruction: Multiple Perspectives From the Bell Tower to the Trenches. Ed Bengtson, Waheeb Albiladi, Kara Lasater (University of Arkansas)

Data-driven decision making has become a mantra throughout K-12 education. We explore the perceptions of key players in the instruction process related to data and its use. Principals, assistant principals, instructional facilitators, and teachers were interviewed in three different focus groups. Findings indicate multiple perspectives related to what data were important, how data could be used as leverage, and the multiple challenges that exist in using data to inform instruction.

Building on Prior Experiences: How School Principals’ Practice as Teachers Informs Their Data Leadership. Rachel Roegman, Ruqayyah Perkins-Williams, Yukiko Maeda (Purdue University)

We examine influences on data leadership to better understand how leaders can be prepared
to use data. Drawing on interviews with administrators, we use a framework of overlapping contexts to unpack the situatedness of data leadership—beliefs, knowledge, and practices related to using data. Findings highlight accountability pressures and leaders’ experiences as teachers as holding strong in uence on data leadership. We conclude with implications for practice, policy, and research.

Data-Informed Decision Making as School Improvement Practice in Addressing Chronic Absenteeism. Joshua Childs, University of Texas at Austin; Jo Beth Jimerson, Texas Christian University

Children need to attend school every day to succeed, and one of the biggest threats to academic success is poor attendance. Expanding upon our model of policy as both signal and symbol, we look at how data use and data-informed decision making can impact improving chronic absenteeism, and getting leaders to think strategically to combating a serious educational issue.



Saturday November 19, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule B

Attendees (14)