Event Information
Blended Content1. Welcome & Introduction (10 minutes)
- Content: Overview of session objectives, introduction of the presenter, and a brief discussion on the importance of data-driven leadership for school improvement, particularly in relation to equity and diverse learners.
- Engagement: Use a live polling tool (e.g., Mentimeter, Slido) to gather quick data about participants (roles, experience with data, and challenges in their schools).
- Process: Poll results are immediately displayed and discussed to set the stage, aligning the content with participant experience levels.
2. Case Study Introduction & Data Presentation (15 minutes)
Content: Present the case study of Washington Heights Middle School, covering:
Student performance (disaggregated by population)
Teacher effectiveness and evaluation scores
Attendance trends, especially for marginalized groups
School climate surveys (including family, student, and staff perspectives)
Resource allocation and equity analysis
Engagement: Display this data interactively (using visuals like graphs or dashboards). Ask participants to discuss with a partner or small group their initial observations about key challenges.
Process: Quick partner share or small group discussion (3-5 minutes), followed by a few volunteers sharing key takeaways with the larger group.
3. Data Analysis and Root Cause Exploration (20 minutes)
Content: Guide participants through a deeper analysis of the case study data, focusing on identifying performance gaps, inequities in resource allocation, and possible root causes.
Engagement: Participants will work in small groups to perform a root cause analysis using the data. A template will be provided for groups to organize their thoughts.
Process: Each group focuses on a different data set (e.g., student performance, teacher effectiveness) and identifies root causes for the gaps observed in the case study. Groups report back to the full audience on their findings.
4. Action Plan Design (25 minutes)
Content: Introduce the process of creating an actionable school improvement plan using The Simmons Advantage (TSA) framework, emphasizing SMART goals, equity-focused strategies, and sustainability.
Engagement: In their groups, participants will develop a data-driven improvement plan for Washington Heights Middle School. Each group will tackle a specific area (e.g., improving student performance, supporting marginalized learners, enhancing teacher effectiveness).
Process: Provide each group with a clear structure for designing their plan, including setting measurable goals, identifying interventions, and developing metrics for success. Groups will document their strategies on shared Google Docs or whiteboards.
5. Group Presentations and Peer Feedback (15 minutes)
Content: Groups present their action plans to the entire room, focusing on their proposed solutions to improve outcomes at Washington Heights Middle School.
Engagement: After each presentation, encourage peer feedback and discussion. Participants will be asked to provide constructive input on whether the plans are realistic, equity-focused, and data-driven.
Process: Each group will display their plan as they present. Other participants members can contribute feedback through live polls and by asking questions.
6. Leadership Reflection: DEI and Empowering Diverse Learners (15 minutes)
Content: Shift focus to the leadership aspect, emphasizing how DEI principles are woven into the improvement plan and how leaders can empower diverse learners. Discuss how transformational leadership plays a role in ensuring inclusive practices.
Engagement: Facilitate a group discussion or reflection exercise, asking participants to reflect on how their school currently handles equity challenges and what strategies they can bring back.
Process: Use a think-pair-share technique, where participants reflect on one DEI challenge they face in their school and share how the strategies from today’s session could help address it.
7. Final Takeaways & Q&A (10 minutes)
Content: Recap the session’s main takeaways:
The importance of data-driven decision-making.
Using data to address achievement gaps and inequities.
The role of transformational leadership in driving equity.
Engagement: Open the floor for any final questions or comments from participants. Encourage them to share one actionable strategy they plan to implement.
Process: Provide a digital resource packet with templates and tools participants can use in their own schools.
1. Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction. John Wiley & Sons.
2. Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.). (2013). Data Wise: A step-by-step guide to using assessment results to improve teaching and learning* (Revised and expanded edition). Harvard Education Press.
3. Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
4. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press.
5. Ladson-Billings, G. (1995). Culturally Relevant Pedagogy: The Key to Making Multicultural Education Work. Research & Practice.
6. Levin, S., & Bradley, K. (2019). Principal Turnover: Insights from Current Principals. National Association of Secondary School Principals (NASSP). Retrieved from https://nassp.org
7. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
8. Muhammad, A. (2015). Transforming School Culture: How to Overcome Staff Division (2nd ed.). Solution Tree Press.
9. Simmons, K. (2021, September 10). Building the Endurance to Lead. ASCD Blog. https://www.ascd.org/blogs/building-the-endurace-to-lead
10. Simmons, K. (2022). Leading Through Change. ASCD Educational Leadership, 79(6). https://www.ascd.org/el/articles/leading-through-change
11. TNTP. (2018). The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It. Retrieved from https://tntp.org
12. TNTP. (2012). The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools. Retrieved from https://tntp.org
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