Got Data? Now What?: Creating and Leading

Test, state, or provincial scores are too far from the local classroom and individual learners to elicit powerful conversations about practice. Many schools limit their collaborative conversations to these high-stakes tests due to external pressure for growth. Got Data? Now What? Creating and Leading Cultures of Inquiry offers useful tools and strategies to help data teams focus their goals and create the collaborative work necessary to successfully interpret and use data in their schools to ensure learning for all. This book explores three challenges that school teams face¿(1) committee without community, (2) time without tools, and (3) data without deliberation. Group members need to identify as a member of a group, be provided with efficient time use, and be involved in discussions about school data. Authors Laura Lipton and Bruce Wellman offer strategies and tools to confront these challenges and turn struggling committees into powerful communities of learners. Each chapter ends with an applicable data story that expounds on the chapter topic and showcases a team confronting a data dilemma. Using the authors¿ techniques for successful, collaborative data work, teams will be able to eliminate these hurdles and efficiently use data to enhance learning.

About the Authors	p. vii
Introduction	p. 1
The Promises and Problems of Collaborative Cultures	p. 2
What You'll Find in This Book	p. 3
The Road to Learning	p. 5
Developing Cultures of Collaborative Inquiry	p. 7
Shifting Values, Shifting Cultures	p. 7
Defining, Developing, and Sustaining High-Performing Cultures	p. 10
Describing the Seven Qualities of High-Performing Groups	p. 10
Drawing on Feedback	p. 15
Exercise Your Learning	p. 19
Extend Your Learning	p. 20
Scaled Group Inventory	p. 21
Self-Assessment Inventory	p. 22
Introducing the Collaborative Learning Cycle	p. 25
Activating and Engaging: Surfacing Experiences and Expectations	p. 26
Exploring and Discovering: Analyzing the Data	p. 29
Organizing and Integrating: Generating Theory	p. 33
Exercise Your Learning	p. 38
Extend Your Learning	p. 38
Reflecting on Your Experience	p. 39
Avoiding Reality Wars	p. 41
Pursuing Meaningful Data	p. 41
Searching for Root Causes	p. 43
Pursuing Worthy Problems	p. 45
Identifying Causal Theories	p. 46
Exercise Your Learning	p. 49
Extend Your Learning	p. 49
Choosing Which Data to Collect	p. 51
Knowing the Data Fundamentals	p. 53
Two Types of Data: Qualitative and Quantitative	p. 54
Triangulation and Disaggregation	p. 58
Dimensions of Data	p. 60
Visually Effective Data Displays	p. 65
Exercise Your Learning	p. 69
Extend Your Learning	p. 70
Information Altitudes Exercise	p. 71
Types of Survey Questions	p. 72
Developing High-Performing Groups	p. 75
Group Member Knowledge and Skill	p. 75
Skills for Talking About Data	p. 80
Methods for Assessing Growth	p. 85
Exercise Your Learning	p. 87
Extend Your Learning	p. 87
Four Dynamical Tensions: Assessing Your Groups Membership	p. 88
Four Dynamical Tensions: Assessing Your Leadership	p. 89
Four Dynamical Tensions: Assessing Your Group	p. 90
Stages of Group Development	p. 91
Group Work Structures	p. 92
Moving From Dialogue to Discussion to Decision Making	p. 95
Three Constraints to Productive Discourse	p. 96
The Tools for Talking	p. 98
Dialogue: Divergent Discourse for Opening Choice	p. 100
Discussion: Convergent Discourse for Clarifying Priorities	p. 102
Decision Making: Convergent Discourse on Choice	p. 103
Exercise Your Learning	p. 109
Extend Your Learning	p. 110
Spend-a-Buck	p. 111
Evolving Decisions Into Actions	p. 113
Common Barriers to Effective Planning	p. 113
Intervention Planning Template: A Graphic Planning Tool	p. 115
Planning as a Learning Process, and Learning as a Planning Process	p. 119
Exercise Your Learning	p. 121
Extend Your Learning	p. 121
Intervention Planning Template	p. 123
References and Resources	p. 125
Index	p. 131
Table of Contents provided by Ingram. All Rights Reserved.

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Got Data? Now What?: Creating and Leading Cultures of Inquiry

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