EDLD 5352 Instructional Leadership-Week 2 Assignment

Week 2: Data to Drive Instruction

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.
Component 4.2: Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality and equitable academic and non-academic instructional
practices, resources, technologies, and services that support equity, digital literacy, and the
school’s academic and non-academic systems.

PSEL 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 success and well-being.

Texas Principal Standards Pillar: Data-driven Instruction

Principal Domain and Competency
Domain II: Leading Learning
Competency 4
Domain II

Course-level Objectives (CLOs):

EDLD 5352 Instructional Leadership Course Level Objectives (CLO):
By the end of this course the student will learn to:
1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1) TAC
§149.2001.a, TAC §149.2001.b.1.A.i.(I)
2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) TAC §149.2001.a, TAC
§149.2001.b.1.A.i.(I), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(iii)
3. Identify and interpret core elements of curriculum alignment used to improve student achievement
(Knowledge & Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC
§149.2001.b.1.B.(i)
4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I)(II)(III)(IV)(V), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.
(ii)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5) TAC §149.2001.a,
TAC §149.2001.b.1.A.i.(V), TAC §241.15.c.1, ISTE Standard 5.d. Connected Learner

Week 2 Learning Objectives (W2LO):

Week 2 Level Objectives: Data to Drive Instruction: Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) TAC
§149.2001.a, TAC §149.2001.b.1.A.i.(I), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(iii)
1. W2LO1: (CLO1 & 2) Analyze the benefits of implementing data-driven instruction as an instructional
leader.
2. W2LO2: (CLO2) Evaluate the influence of data-driven instructional strategies on improving
instruction.
3. W2LO3: (CLO1 & 2) Develop an understanding as an instructional leader to incorporate data-driven
instructional practices such as best practices, strategies, and tools. TAC §241.15.c.8, TAC §241.15.c.9,
TAC §241.15.c.10

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4. W2LO4: (CLO4) Cultivate the importance of data to drive and improve instruction through
professional development that promotes student achievement on campus .

Overview:
In Week 1 of this course you examined the framework of the Instructional Core. Now in Week 2,
you will focus on growing your understanding of the importance of making data driven decisions
about the instructional practices on your campus. As an instructional leader it is your focus to
provide students with academically challenging practices and assessments in the classroom by
identifying needs using data. Identifying school-level needs through student achievement and other
data sets pinpoint the areas of concentration an instructional leader should focus on during the
planning stages of professional development. You will grow your knowledge, skills, and mindset on
providing professional development on "how to identify" areas of need from data to drive effective
instruction in the classroom that improves student achievement. This focus of continuous school
improvement is a priority for most Instructional Leaders.

Resources:

Week 2 Readings: Be sure you are logged into Blackboard in order to access all of the readings
from these links.

 Bambrick-Santoyo, P. (2019). Driven by data 2.0.

 Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons.
 Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to
building stronger schools. John Wiley & Sons.
 EL Education Core Practices. (2017) (n.d.).
 James-Ward, C., & Abuyen, J. (2015) McREL Leadership Responsibilities through the Lens of Data:
The Critical Nine. Global Education Review, 2(3), Click on the full text from ERIC link Retrieved
from: https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1074111&site=eds-live  
 Data Drive Instructional Leadership, Anne Vilen. March (2019). The Power of Instructional
Leadership W2LO2:(CLO3)
http://www.ascd.org/publications/educational_leadership/mar19/vol76/num06/Data-
Driven_Instructional_Leadership.aspx?
utm_source=ascdexpress&utm_medium=email&utm_campaign=Express%2014-
21#.XJzAIQqM9MI.link
 Nelson, T. H., Duele, A., Slavit, D., & Kennedy, A. (2010) Leading deep conversations in
collaborative inquiry groups. The Clearing House, (5), Click on full article to access Retrieved
from:https://doi-org.libproxy.lamar.edu/10.1080/00098650903505498  

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Week 2 Assignment Rubric:

Use the Rubric to guide your writing.
Level 1: Does not meet Level 2: Approaches Level 3: Meets Level 4: Meets target
the minimum criteria minimum criteria minimum criteria criteria
Tasks
0 points 2 points 4 points 6 points

Part 1A: Candidate explains no Candidate explains with Candidate explains the Candidate explains in
Data-driven elements of the little definition the definition and the depth the components
Instructional framework of the Data- components of the components of the of the framework for
Framework Summary driven Instruction framework for the Data- framework for the the Data-driven
approach. (K) driven Instruction Data-driven Instruction Instruction approach
Candidate examines the approach. (K) approach. (K) with clarity and
approach of Data-driven specificity. (K)
Instruction, including Candidate provides no Candidate provides Candidate provides Candidate provides in
the purpose of the information on the information, but no list information, but an depth description of
approach and the purpose of the approach. on the purpose of the incomplete list of the the purpose of the
components of the (K) approach. (K) purpose of the approach with clarity
framework. approach. (K) and specificity. (K)
Candidate articulates no Candidate articulates Candidate articulates Candidate articulates
W2LO2: (CLO2) supporting evidence from little supporting evidence general supporting comprehensive
the readings in the from the readings in the evidence from the evidence from the
summary. (S) summary. (S) readings in the readings with
summary. (S) specificity and clarity
in the summary. (S)
Part 1B: Candidate provides no Candidate provides some Candidate summarizes Candidate provides in-
Data Point Analysis evidence of the trends, evidence of the trends, evidence of the trends, depth analysis
patterns, and themes patterns, and themes patterns, and themes evidence of the trends,
Candidate conducts an identified from the Data identified from the Data identified from the patterns, and themes
analysis of the trends, Points. (K) Points. (K) Data Points. (K) identified from the
patterns, and themes Data Points. (K)
identified from the Data Candidate demonstrates Candidate demonstrates Candidate Candidate
Points given in the no ability to analyze data some ability to analyze demonstrates the demonstrates great
Week 1 Assignment. and identify needs to data and identify needs ability to analyze data skill in analyzing data
Candidate will include determine a topic for to determine a topic for and identify needs to and identify needs to
the Topic chosen for effective professional effective professional determine a topic for determine a targeted
Professional development. (S) development. (S) effective professional topic for effective
Development. development. (S) professional
development. (S)
W2LO1: (CLO1 & 2)
Part 2: Candidate provides no Candidate provides Candidate provides Candidate provides
Scavenger Hunt for examples of data points, vague examples of data some examples of data comprehensive
Data Points & their location, purpose, or points, their location, points, their location, knowledge and
Reflection frequency used to drive purpose, or frequency purpose, or frequency examples of data
instruction. (M) used to drive instruction, used to drive points, their location,
but the table is instruction, or the table purpose, or frequency
Candidate conducts a incomplete. (M) is incomplete. (M) used to drive
scavenger hunt to instruction and the
table is complete. (M)

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EDLD 5352 Instructional Leadership-Week 2 Assignment

identify different data Candidate demonstrates Candidate demonstrates Candidate Candidate

points, those locations, no self-reflection little or superficial self- demonstrates an demonstrates and
purpose, and frequency regarding the impact on reflection regarding the emerging depth of self- articulates a depth of
used to drive instruction learning this process has impact on learning this reflection regarding knowledge of one’s
and provides an in- made on them as an process has made on the impact on learning self regarding the
depth reflection instructional leader. them as an instructional this process has made impact on learning
regarding the impact on (M) leader. on them as an this process has made
learning this process has (M) instructional leader. on them as an
made on them as an (M) instructional leader.
instructional leader. (M)

W2LO3: (CLO1 & 2)

Part 3: Candidate offers no Candidate offers little Candidate provides Candidate provides
Draft: Element for evidence of resources or evidence of resources or evidence of resources comprehensive
Professional instruction that ensures instruction that ensures or instruction that evidence of resources
Development the use of informal and the use of informal and ensures use of informal or data (such as: “best
formal culturally formal culturally and formal culturally practices” or
Candidates use informal responsive data responsive data responsive data evidence-based
and formal culturally exploration to identify exploration to identify exploration to identify strategies) that ensures
responsive data school-level need. (S) school-level need. (S) school-level need. (S) the use of informal
exploration to identify and formal culturally
school-level needs, to responsive data
provide effective exploration to identify
professional school-level need. (S)
development that is Candidate cannot provide Candidate provides few Candidate provides Candidate articulates a
culturally responsive, examples, develop a examples, partial examples and develops depth of knowledge
and will lead to data- schedule, or plan schedule, or irrelevant a schedule, or and prepares a
informed instructional activities for teachers’ activities for teachers’ activities for teachers’ comprehensive
improvements for professional development professional professional schedule and activities
students to experience that are focused on development that are development that are for teachers’
deeper learning. identifying needs and focused on identifying focused on identifying professional
improving the learning needs and improving the needs and improving development that is
NELP Component process through data learning process through the learning process focused on identifying
4.3 exploration. (S) data exploration. (S) through data needs and improving
exploration. (S) the learning process
PSEL 4 through data
exploration. (S)
SBEC 004
Candidate provides no Candidate provides an Candidate provides a Candidate articulates a
W2LO3: (CLO1 & 2) focused objective about idea of the focused developed focused depth of knowledge
W2LO4: (CLO4) the data process that objective about the data objective about the and prepares a
improves assessments process that improves data process that comprehensive
and student learning and assessments improves assessments focused objective
well-being. and student learning and student learning about the data process
(S) and well-being. and well-being. that improves
(S) (S) assessments
and student learning
and well-being.
(S)
Candidate offers no Candidate offers little Candidate offers some Candidate provides
supporting evidence of supporting evidence of supporting evidence of comprehensive
resources for ongoing resources for ongoing resources for ongoing supporting evidence of
follow-up to measure follow-up to measure follow-up to measure resources for ongoing
progress from the progress from the progress from the follow-up to measure
professional development professional professional progress from the
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EDLD 5352 Instructional Leadership-Week 2 Assignment

through benchmark development through development through professional

review of the data, or benchmark review of the benchmark review of development through
assessments to check for data, or assessments to the data, or benchmark review of
deeper learning or student check for deeper assessments to check the data, or
achievement. (S) learning or student for deeper learning or assessments to check
achievement. (S) student achievement. for deeper learning or
(S) student achievement.
(S)
Candidate had many Candidate had some Candidate had few Candidate had no
Writing Elements:
spelling, grammar, or spelling, grammar, or spelling, grammar, or spelling, grammar, or
W2LO4: (CLO4) technical writing errors. technical writing errors. technical writing technical writing
0-points 3-points errors. errors.
6-points 9-points

Part 1A: Data-driven Instructional Framework Summary

Directions:
A. Summary W2LO2: (CLO2) The readings this week focus on the importance of looking at
data in schools. The authors focus is directed at building the bridge between data and
results. Examine the purpose of data to drive instruction and the components of the
framework you have read about. Using the Basic Writing Elements Model found in the
Resource section of this course, complete the following summary regarding Data-driven
Instruction components and their influence on the framework of the Instructional Core.

B. Cite any sources and/or readings used as evidence to support your statements in APA
format.

Data- Directions: Compose 1-2 paragraphs (minimum 200-word) summary of the

driven approach of Data-driven Instruction. Include the purpose of the data components
Instruction and their influence on the framework of the Instructional Core.
:
Summary: Due to the emphasis on implementing rigor into the classrooms today data-
driven decision making (DDDM) even though it is not new, has become
increasingly relevant over the last 10 years (James-Ward & Abuyen, 2015). It is
very essential that schools periodically analyze data and implement plans to ensure
that they are achieving the schools vision. All stakeholders must be knowledgeable
of the data, but also able to disaggregate it in order to make the best-informed
decisions. Bambrick-Santoyo (2018) explained the Data-driven Instruction is
determining the student needs, and meeting the student exactly where they are and
meeting those needs. Instruction is specific and precise and may different from one
student to the next. The plans for instruction and student achievement is based on
data. The influence of the data components in the instructional framework is the
core of the framework. The purpose of the components are to instructional that
students are learning to their highest potential. There is number of data sets that we
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can utilize as instructional leaders to determine what the teacher needs to grow
professionally in order to provide the best instruction. There are four instructional
lever data-driven instruction, instructional planning, observation and feedback, and
professional development; all are essential and imperative for the leader to be
involved in each of the levers (Bambrick-Santoyo, 2018).

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to

Building
Exceptional Schools. John Wiley & Sons. 25-87.
James-Ward, C., & Abuyen, J. (2015). McREL Leadership Responsibilities
through the Lens of
Data: The Critical Nine. Global Education Review, 2(3), 82–93.
Bambrick-Santoyo (2018) explained the Data-driven Instruction as….

Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons. 25-87.

Part 1B: Data Points

Directions:
A. Analysis W2LO1: (CLO1 & 2): Using the Basic Writing Elements Model found in the
Resource section of this course, complete the following analysis regarding Data to Drive
Instruction. Analyze the trends, patterns, and themes you identified from the Data Points
you were given in your Week 1 Assignment. Be sure to Include the 3-Day Professional
Development Plan Topic you chose for Professional Development and why.

B. Cite any sources and/or readings used as evidence to support your statements in APA
format.

Data- Directions: Compose 1-2 paragraph (minimum 200-word) analysis of the trends,
driven patterns, and themes you identified from the Data Points you were given in your Week
Instruc 1 Assignment. Include the 3-Day Professional Development Plan Topic you chose for
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EDLD 5352 Instructional Leadership-Week 2 Assignment

tion: Professional Development and why.

Analys James-War and Abuyen (2015) proved data-driven instruction is imperative to

is: growth of the student and the campus as a whole. There are a number of trends for the
data sets. If your look at the student assignment logs the student is doing well in every
subject but reading and Algebra. In addition, data set 2, 3and data set 4 which are
student report cards also show that the student is struggling in reading and Algebra. It
also show that students fail to complete homework or show student work. When you
look at the TAPR the campus met standard, however, in reading algebra the students
that met grade level standards is lower than the campus and district. The most critical
piece of data is data set 5, when your surveyed the teacher in math the students need
professional development in helping students solve problems and persevere at solving
math problems. Also in English Language arts, teachers need professional development
on writing critical complex problems. When I think of teachers and professional
development, I would provide the teachers with professional development on the
application of critical thinking, and/or the incorporation of rigor and relevance in the
instruction. Based on the data it seems that the teachers are just teaching the concept
and the students are learning at the knowledge level and not being able to extend their
learning.

James-Ward, C., & Abuyen, J. (2015) McREL Leadership Responsibilities through the
Lens of Data: The Critical Nine. Global Education Review, 2(3), 82-93.
Retrieved from: https://libproxy.lamar.edu/login?
url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1074111&site=eds-live
Click on the full text from ERIC link

Reference
James-Ward, C., & Abuyen, J. (2015) McREL Leadership Responsibilities through the Lens of
Data: The Critical Nine. Global Education Review, 2(3), 82-93. Retrieved from:
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1074111&site=eds-live
Click on the full text from ERIC link

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EDLD 5352 Instructional Leadership-Week 2 Assignment

Part 2: Scavenger Hunt for Data Points & Reflection

Directions:
A. Scavenger Hunt for Data Points W2LO3: (CLO1 & 2): Now that you have read about data-
driven instruction, you will practice locating different data points that drive instruction.
Please include the name of the data point, location, a short description of the data it
provides, and the frequency in which you would use it. Complete the table. Number 1 has
been done for you as an example.
Data Points: Location: Data Provided: Frequency:
(Ex. Website, URL, Office, or Instructor)
1. TAPR https://tea.texas.gov/perfreport/tapr/index.htm Performance is shown Throughout
disaggregated by student
l groups, including ethnicity and Year
socioeconomic status.

2. Attendance Performance Matters Attendance data that is Throughout

disaggregated by student
groups, including ethnicity and Year
socioeconomic status.
3.Campus Eduphoria Performance is shown Throughout
disaggregated by student
and District groups, including ethnicity and Year
Assessments socioeconomic status.
4.Staff and Panoramic Survey Disaggregated Data Two times
Student that determines a year
Survey needs of the campus beginning
and end
5.Intervention M-Class & Renaissance Performance is shown Every three
disaggregated by student
Data groups, including ethnicity and weeks
socioeconomic status.

B. Reflections W2LO3: (CLO1 & 2): Now that you have read about data-driven instruction
and practiced locating different data points complete the following in-depth reflection
regarding the impact on your learning this process has made. Be sure to include how your
perspective has changed from an instructor into an instructional leader in regard to data.
Also, include, “best practices”, strategies, processes, and tools you learned about. Using the
self-reflective model of What? So What? Now What? found in the Resource section of your
course.

C. Cite any sources and/or readings used as evidence to support your statements in APA
format.

Data- Directions: Compose 1-2 paragraphs (200-word) in-depth reflections regarding the
driven impact on your learning this process has made. Include how your perspective has
Instruction changed from an instructor into an instructional leader in regard to data. Include,
: “best practices”, strategies, processes, and tools you learned about. Follow the
“What”, “So What”, “Now What” Reflection Model found in the resource folder

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EDLD 5352 Instructional Leadership-Week 2 Assignment

of the course.
Reflection: Bambrick-Santoyo (2018) described the importance of data-driven
instruction as essential to obtaining the campus vision and mission. according to
Mandinach (2012), The objective in data-driven decision making is to move
educators, schools, districts and states from being ‘data rich but information poor’
to using data and transforming them into actionable knowledge. Previously my
perspective on this was that as a leader it was the leader’s job to implement the
vision and the mission, and determine the action plan in which all stakeholders
would have to implement, including teachers with data driven instruction. As the
leader on campus, it was also my job to evaluate the effectiveness of the data
driven instruction and provide feedback and a plan for growth. My perspective has
changed because this week has taught me that I am not just leader on campus but
also an instructional leader in and out the classroom. My job is to provide support
for teachers and students and follow the plan the entire way. For example, I may
have to model the expected classroom instruction, and then observe the teacher,
provide feedback, and even model a lesson again. It is also imperative that I myself
are as knowledgeable as the teachers about the instructional framework and its
values in order to provide the teachers with the support they need. Looking
forward I want to grow this mindset by staying abreast of the instructional
framework, learning cycles, and instructional strategies. I want to always be able
to provide my teachers to the expectations and be able to lead them in the direction
of the professional development needed, if I cannot be an example myself.

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to

Building
Exceptional Schools. John Wiley & Sons. 25-87.
Mandinach, Ellen. (2012). A Perfect Time for Data Use: Using Data-Driven
Decision Making to
Inform Practice. Educational Psychologist. 47. 71-85.
10.1080/00461520.2012.667064.

Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons. p.1-21, 89-125.

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Part 3: Draft: Element for Professional Development:

Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan

The final signature assessment in this course is to write a comprehensive, school-level instructional
leadership 3-Day professional development plan. This plan will be due in Week 4 and include
multiple elements. This week you will focus on one of the elements called Student Achievement:
Exploring Data to Improve the Students Learning Process.

Directions:
A. Data to Drive Instruction W2LO4: (CLO4): Working with the data sets given with the
Week 1 assignment, you began to identify trends, patterns, themes from student work, the
TAPR, and the results from a teachers’ professional development needs survey to identify
the initial information for your 3-Day Professional Development Plan. Now, you will plan
the activity portion of the 3-Day Professional Development Plan that will focus on
examining Student Achievement through the data. You may reference your textbook
Leverage Leadership 2.0 Chapter 1: Data-Driven Instruction pages 25-87. Also, reference
the CD Resource Document from that textbook named: “001 DDI-3B North Star
Assessment Teacher Reflection” this is an example of the questions you should be asking
your teachers during this process to target effective Professional Development. Examples
are listed in gray for you to reference, delete examples prior to beginning.

B. Complete the Professional Development Student Achievement: Exploring Data to

Improve the Students Learning Process.

C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Day 1: Data to Drive Instruction
Goal:
Resources: Data Sets (Collected Data Points):
o Student Achievement Benchmarks (campus and district)
o TAPR
o Survey Professional Development Needs Assessment (sent to campus
faculty)
o Student Intervention Data Reports (MClass & Renaissance)
o Teacher Evaluations (T-TESS)
o Teacher Peer Observation
Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
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Activities: o 9:00am-10:00am- Collect Data Points, Data Dig, Review Survey

Professional Development Needs Assessment.
o 10:00am-12:00pm- Identify trends, patterns, and themes in data
sets.
o 12:00pm-1:00pm- Lunch
o 1:00pm-2:00pm-Identify which instructional improvement priority
area to target in regard to continuous school improvement. Find
research-based evidence to build goal.
o 2:00pm-3:00pm-Build S.M.A.R.T. Goals based on the identifiable
needs from data.
Student Professional Development Goal:
Achievement: Data to Drive Instruction=Set S.M.A.R.T Goal
Evaluation/Follow-  Applications
up Methods:  Strategies
Choose a “best  Implementation Tools
 T-TESS Evaluations
practices” or
 Walk Throughs
evidence-based
 3, 6- or 9-Week Check-ups-for progress monitor
strategies to be  Year-long calendar to document improvement from previous year
used to measure  Observations
progress:  Assessment Data

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