The Data Coach's Guide to Improving Learning for All Students. Katherine E. Stiles
This book is a guide to leading Data Teams. It provides step-by-step notes and tested tools for setting up and working with Data Teams. The print portion of this book is organized into seven chapters as outlined below.
Chapter 1:
“The Power of Collaborative Inquiry” explains the rationale and theory of action that underlie the authors’ approach to collaborative inquiry, summarizes results achieved, and introduces the Using Data Process of Collaborative Inquiry framework. Readers can use this chapter with parents, community, school boards, faculty, and Data Teams to build understanding and support for implementing collaborative inquiry.
Chapter 2:
“Getting Organized for Collaborative Inquiry” provides guidance on how to establish the conditions needed for collaborative inquiry and to prepare Data Coaches. It describes the coach’s role, knowledge, and skills. It also draws out lessons the authors have learned from implementing the Using Data Process in many sites. This chapter is especially relevant for district and school leaders who are planning for and supporting implementation of collaborative inquiry as well as for Data Coaches at the school, district, or multidistrict level.
Chapters 3, 4, 5, 6, and 7:
These five chapters describe in detail how Data Coaches facilitate each of the components of collaborative inquiry. Each component is covered in one of the chapters and is broken down into a sequence of tasks as illustrated in the table below. Tasks are further broken down into a set of activities that Data Coaches carry out with their Data Teams. At the beginning of each task, you will find a Task-at-a-Glance table, summarizing the purposes and activities within that task. This is followed by Background Information for Data Coaches; directions for preparing for the task, including materials and data preparation; illustrative data for varied content areas and grade levels; and Data Coach Notes, detailed step-by-step procedures for conducting each activity in the task with a Data Team. Data Coach Notes embed directions for incorporating tools from the Toolkit into the task, so the reader does not have to jump to the Toolkit on the CD-ROM to follow the task (see CD-ROM Toolkit description below). You will also find short vignettes with examples of real or illustrative Data Teams and longer, real-life examples of Data Teams in action, often contributed by Data Coaches working in schools.
The table “Navigating Chapters 3–7” briefly describes the purpose of each of these chapters, the tasks included, and the types of data and research used.
Chapter 8:
“Clark County, Nevada: Collaborative Inquiry in Action,” written by practitioners, provides the reader with a vivid picture of how the process unfolded in one district and school—the challenges they faced and how they surmounted them. Learn how a district leader organized for collaborative inquiry at the district level. Then follow the Katz Elementary School Data Team as they build their foundation, identify a student-learning problem, verify causes, generate solutions, and achieve results in mathematics problem solving. While short vignettes are woven throughout the book, this is the one place you can go to see the whole process in action over three years, including commentary from the Data Coach (called a Project Facilitator in this case) and principal involved.
The CD-ROM Toolkit Guide is a directory to the 29 tools in the Toolkit located on the CD-ROM, including their purposes and the tasks in the Using Data Process in which they are used. An example of one tool, Introducing the Logic Model, is illustrated to show you what you will find on the CD-ROM. Use this guide to help you select tools from the CD-ROM Toolkit to fit your needs.
CD-ROM
Materials for the 19 Tasks of the Using Data Process found on the CD-ROM include data examples and Excel templates for your own data, handouts, PowerPoint slides, resources, and sample goals and agendas for your use in facilitating the 19 tasks with Data Teams. How and when to use these materials are explained in the write-up about each task in the print version of the book. The CD-ROM is organized with links for each chapter and task, so all the material you need is readily accessible for printing, copying, or presenting. Also included in each task’s link, for your convenience, are materials that pertain to tools in the Toolkit, when required for use in a task. You will find these same materials in the Toolkit, though they are numbered differently.
The CD-ROM Toolkit contains 29 discrete tools used in the Using Data Process. Some are protocols for engaging in data-driven or equity dialogues. Others are group process tools for establishing norms or roles. Still others are tools for analyzing data or templates or forms to organize or document the work of Data Teams. Most tools are for use with an individual Data Team, but some are primarily for engaging with larger groups, such as an entire faculty, community or parent groups, or multiple Data Teams. In the Toolkit, readers will find detailed instructions along with ancillary materials such as PowerPoint slides or handouts. The Toolkit provides easy access to the individual tools, which are organized alphabetically. You will also find toolkit directions embedded within the procedures for tasks when they are a core part of that task.
A Using Data Glossary of Statistical Terminology on the CD-ROM defines 29 terms used in data analysis. Many have graphic representations.
Icon Guide
A focus on equity is embedded as a central theme throughout the Using Data Process. The Equity Lens icon prompts the Data Coach and the Data Team at particularly important junctures to view their work through an Equity Lens. When readers see the Equity Lens icon, it is a reminder to include the voices of diverse staff, students, and parents in their data collection and dialogue or to consider interpretations and responses to data that reflect a commitment to equity.
It is also the duty of the Data Teams to ensure a productive school culture in which everyone takes consistent action to serve all students. Periodically, throughout the Using Data Process, the coach will prompt the team to review its vision and core values or reassess the strength of its collaborative culture. These opportunities are highlighted with the School Culture Review icon.
Finally, the Caution icon is a reminder to pay attention to potential abuses or misinterpretations of data that may arise with a particular type or level of data.
Multiple Entry Points: It’s Not as Linear as It Looks!
For all readers, we recommend starting with Chapters 1 and 2 to become familiar with the Using Data Process and learn about the role of the Data Coach. From then on, there are multiple pathways through the book. The authors created a comprehensive, sequential, and structured process because the Data Coaches we worked with found it valuable. But every context is different. Use this book with your context in mind and find the best fit between your purpose and our product. For most people, this will not be a sit-down-and-read cover-to-cover book.
For example, if you are taking on the role of Data Coach and want to follow the entire process, here is a possible course: After reading Chapters 1 and 2, scan Chapters 3–7, reviewing the components of the Using Data Process and the procedures