Ownership for Data Outcomes

I recently went to a school where I conducted classroom visits focused on students' work. We collected information data about engagement and whether students were answering problems correctly or incorrectly. This is often referred to as a check for understanding. We observed two different things happening in teachers’ classrooms with consistent results and teachers with low or flatlined results. 

For teachers with consistent results, they would check for student understanding, for example, active student engagement with whiteboards. When large numbers of students were struggling, they monitored and adjusted their instruction to address those needs. When a small number of students were struggling, they provided challenging activities for students to continue working while the teacher pulled back students in small groups for re-teaching. The struggling student issues were immediately addressed and students who were succeeding were given higher level thinking problems. These teachers were teaching students and addressing student needs. 

For teachers with low, flat-lined, and inconsistent results, we saw something different. Teachers were not addressing students’ needs when students struggled and did not master the concepts. They continued teaching the requirements of “the program” with no connection to student learning. They moved on and didn’t support students who struggled. 

We also observed 2 different teacher behavior for those who tried to support struggling students. One tried to pull students into small groups but did not have activities for students who finished early. As a result, those students were bored and, in some cases, led to classroom management issues. In another room, we observed the teacher going from student to student, one at a time, while other students waited for help. There was a lot of time wasted while the teacher tried to address needs 1:1.

The school used the same school program. One group focused on students’ needs and addressed those needs within the context of the program. The other group focused on the teaching program and moving on. Those who tried to support students did not have the training to do that effectively.  It was time for the 2nd group of teachers to face the facts and take ownership of student results and what they could do about it. It was also time for the school leadership to face the fact that teachers who were trying to address needs were inefficient. They needed more training and support on what to do and how to manage the classroom when kids are struggling.

Many schools that I have helped achieve consistent results face the facts in their data. I am always saying that data is an integral tool in developing and implementing the right strategies. Unless you can accept what the results are, you won’t be able to move forward. In the school story above, it was facing the facts of how teachers were handling student performance during a lesson. It wasn’t intentional, they needed more training on how to manage student performance (classroom data) within their lesson. 

But how can we establish that data culture if our current data shows that our student achievement results do not look good? If you’re a school leader in this situation, it can be hard to motivate teachers with negative results. Encouraging others to accept a reality that is not in their favor is a daunting task. 

Your task as the leader is to lead your teachers and staff with this data in such a way as to not demotivate them. One of the biggest mistakes leaders make is to hold on to false hope that the school is making an impact. Then when the test results arrive, they are crushed by solid evidence that they are on the contrary. This is one of the single most demotivating actions you can take.

“All good-to-great companies began the process of finding a path to greatness by confronting the brutal facts and their current reality.” 

Jim Collins, Good to Great

In Good to Great, by Jim Collins (Book reference: Harper Collins Publisher, Inc., 2001, first edition) shares that creating a climate where the truth is heard involves four basic practices:

1. Lead with questions, not answers. 
2. Engage in dialogue and debate, not coercion.
3. Conduct autopsies, without blame.
4. Build “red flag” mechanisms. 

What does this mean for you in a school?

First and foremost, realize that “All data are good data! Why? Because now you know!” Repeat this often. Everyone should feel safe when discussing the data, especially when it is not as good as they would like. 

Identify Issues without Blaming

When reviewing data, it is important to never assign blame. Do not place the blame on teachers, students, parents, the community or even the test. The truth cannot be heard in a culture focused on blame. Instead, it is important to look for understanding. This can be done by asking questions about what we see. 

For example: Data fact: 76% of our 4th grade students failed the Math test.

• Who are the failing students? 
• Who are the students who passed?

For each of the above groups, ask:

• What skills/standards did they pass on the Math test? 
• What skills/standards did they miss on the Math test? 

Follow up with:

• Why do you think 76% failed the math test? What standards were missing for them?
• Why do you think 24% succeeded on the math test? What standards were in place for them?

The focus is on the standards and what we need to teach vs. blaming teachers or students for the results. This will help teachers identify strategies to support students.  If they do not know how to identify those strategies, additional training maybe required.  

Once you have faced the facts in your performance data, the next level for Data Steps 2.0 is to take facing the facts to the classroom level.

If teachers have identified which students are struggling and which students are succeeding, the next step is to monitor those students while they are teaching. In a culture of blame, you will hear teachers blaming students for poor classroom performance.

With teachers who consistently achieve results, you will hear comments about what they can do differently to support struggling students and challenge students on target (just like I observed in the story above). They take ownership at the classroom level and reflect on their own practices and how they impact student performance.

In year 2, it is important to help teachers with low or flatlined results take ownership of student performance in the classroom. If management issues and program strategies are in place for teachers, it begins with leaders and coaches focusing on student data when they conduct walk through observations. 

It also involves follow-up and asking the question – why do you think this student is performing in this way, what can you do differently to address his/her needs? If teachers do not know how to do that, it is important to provide training and coaching to support teachers on how to handle students who are struggling during a lesson.  When a leadership team focuses on students, teachers who are not already at this level will begin focus on students. If they do not, then it is time to ask why.

Recognizing and addressing student needs is essential for creating a supportive and effective learning environment. When we understand these needs, we not only enhance their learning experience but also prepare them for future success. This process can create a school community where everyone can shine.

If you are looking to know more about how you can efficiently identify and address student needs, request a FREE consultation call with me. Fill in the Contact Form Link: https://debradurma.com/contact-us 

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Are you unhappy with your results or feeling overwhelmed by data? If so, contact me for more information on STAR Leadership School-Student Data Solutions Training. This training will guide you through the 4 data steps and give you a blueprint for achieving results. This training is individualized and tailored to your data, your needs, your staff, your students, and your best route to achieve results.