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How Successful School Leaders Use Data-Driven Practices

Sep 23, 20234 min read


Urban school leaders play a pivotal role in the pursuit of educational equity. Now more than ever, supporting marginalized Black and Brown students using data-driven strategies is not merely a choice—it's a necessity. Drawing from research-based evidence, this article delves into the compelling reasons why data-driven practices, specifically informal observations and feedback, are non-negotiable for the success of marginalized students. We will also explore three strategies successful school leaders employ to effectively utilize this practice while prioritizing instruction, teaching, and learning.


Why Data-Driven Practices are Non-Negotiable

The urgency of using data-driven practices for Black and Brown students in our educational system cannot be overstated. Despite years of efforts to address educational disparities, significant achievement gaps persist between Black and Brown students and their white peers. Data consistently shows that these gaps are universal and persistent across various subjects and grade levels. Black and Brown students often attend schools with fewer resources, less experienced teachers, and outdated materials and this perpetual cycle creates educational outcomes that significantly impact life opportunities. The widening achievement gap is not only a matter of social justice but also an economic imperative. Every year that we fail to address these gaps, more students face limited opportunities and reduced potential for success.

From teachers to administrators, data holds everyone accountable to ensure that resources and support are directed where they are needed most. A report by the Education Trust (2020) underscores the importance of data transparency and accountability in closing achievement gaps. When school leaders create systems that use data to identify academic gaps, it becomes a catalyst for change. The numbers do not lie. They paint different stories, but they do not lie. What school leaders do with the data is the defining practice that can move schools to improvement.


Strategies for Effectively Using Informal Observations and Feedback


Timely Feedback

Reflection is a fundamental component of professional growth for educators and the more we use it, the more we hone our craft. Providing timely feedback honors teachers’ reflection time allowing real-time insights into their teaching practices. When teachers receive feedback promptly after an observation or a lesson, the experience is still fresh in their minds and this allows them to connect the feedback with their actions, making it easier to understand and internalize. Research from the Harvard Graduate School of Education (2017) emphasized the significance of timely feedback indicating that school leaders should provide feedback promptly after observations. School leaders who provide teachers an opportunity to reflect on their practices and make immediate adjustments foster continuous improvement. Teachers have an opportunity to reflect on their instructional strategies, classroom management techniques, and student engagement methods while the experience is still vivid. It encourages teachers to ask themselves critical questions like What worked well? What could be improved? What can I do differently next time?


Specificity of Feedback

School leaders who provide clear and specific feedback, to the point, avoid vague or general statements, and get right to the heart of the matter, lead to meaningful improvements. When teachers receive specific feedback, they can easily understand what aspects of their teaching need attention or improvement. Vague feedback does little to drive meaningful change. According to a study in the Educational Leadership Journal (2016), specific and actionable feedback is essential for teacher growth, meaning school leaders must be clear about what is working well, what needs improvement, and aligning feedback with instructional goals. This balanced approach is essential for boosting teachers' confidence and motivation while encouraging them to build on their existing skills.


Similar to the timeliness of feedback, one of the most significant advantages of specific feedback is that it provides actionable insights for teachers. It doesn't just tell teachers what's wrong; it tells them how to make it right. For example, instead of saying, "Your classroom management needs improvement," specific feedback might say, "Consider implementing a strategic seating arrangement to reduce disruptions." For the school leader, providing specific feedback identifies the teachers who need support with learning standards and instructional strategies. This course of data informs school leaders of the areas for professional learning to support observed needs. This targeted approach allows educators to focus their efforts on improving specific skills or strategies that will have the most significant impact on student learning, which is our North Star.


Consistent Informal Observation Schedule

Consistency of observations and feedback sends a powerful message that instruction and improvement are a top priority. A report by the National Center for Education Evaluation and Regional Assistance (2015) underscores the benefits of a regular schedule of informal observation in creating a culture of continuous improvement. School leaders who maintain a system of regular informal observations encourage teachers to engage in reflective practice. Knowing they will be observed regularly, educators are more likely to reflect on their teaching methods, experiment with new strategies, and actively seek ways to enhance their instructional practices. Consistency in scheduling observations sets clear expectations for teachers and fosters a culture of accountability and professionalism. A regular schedule of informal observations creates an immediate feedback loop where educators are more likely to be prepared and focused on their instructional practices. Successful school leaders are well aware of the need to equitably observe teachers and having a schedule prevents an overabundance of observations of any given teacher as well as the inverse. This balance of observations and feedback is essential for building trust among the staff.


Goal: Prioritize Instruction, Teaching, and Learning

By implementing these strategies and prioritizing instruction, teaching, and learning, we pave the way for a brighter future for all our students. Data also shows that when schools and educators implement data-driven practices aimed at closing achievement gaps, positive changes occur. This means that with the right strategies and commitment, we have the potential to make a significant impact on the lives of Black and Brown students. Data-driven practices provide a roadmap to how school leaders can dismantle the systemic barriers that hinder the educational success of marginalized students. Effectively using data is our most powerful tool in this critical work. In the mission to close skill gaps for marginalized students, successful school leaders know that data-driven practices are the foundation. Backed by research and driven by a commitment to equity, school leaders who are making strides harness the power of data, including informal feedback and observations, to create lasting change. They know and understand that all teachers want quality feedback.


References:

- National Center for Education Evaluation and Regional Assistance, 2015 (https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2016182.pdf)

Note: Please refer to the provided references for detailed research findings.

 
 
 

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