Got Data? Now What?

Explore three defining challenges that school teams face when gathering, interpreting, and utilizing school data. This book introduces data teams to the essential definitions and descriptions of data types and offers methods for gathering school data, including survey questions for efficient data collection, group work structures, strategies, and tools to turn data-based decisions into goal-oriented, productive action plans. This compelling guide will help you confront data obstacles and turn struggling committees into powerful communities of learners.

Benefits

• Apply each chapter s content with the Exercise Your Learning sections to successfully use and interpret school data.


• Learn more about each chapter s topic in the Extend Your Learning sections, which suggest additional websites and resources for data-based discussions.


• Discover relevant, team-related anecdotes in each chapter s Data Story.

Contents
1 Developing Cultures of Collaborative Inquiry
2 Introducing the Collaborative Learning Cycle
3 Avoiding Reality Wars
4 Knowing the Data Fundamentals
5 Developing High-Performing Groups
6 Moving From Dialogue to Discussion to Decision Making
7 Evolving Decisions Into Action
References and Resources

Laura Lipton, EdD, is codirector of MiraVia. Laura is an international consultant whose writing, research, and seminars focus on implementing effective and innovative instructional practices and on building professional and organizational capacities for enhanced learning. Laura engages with schools and school districts, designing and conducting workshops on learning-focused instruction, literacy development, and strategies to support beginning teachers. She facilitates organizational adaptivity and learning through training and development in data-driven dialogue, group development, action research, and learning-focused collaborations.

Laura is the author and coauthor of numerous publications related to organizational and professional development, learning-focused schools, and literacy development. Her selected publications include Groups at Work: Strategies and Structures for Professional Learning, More Than 50 Ways to Learner-Centered Literacy (second edition), Data-Driven Dialogue: A Facilitator s Guide to Collaborative Inquiry, Making Mentoring Work: An ASCD Action Tool, Mentoring Matters: A Practical Guide to Learning-Focused Relationships (second edition), and Pathways to Understanding: Patterns and Practices in the Learning-Focused Classroom (third edition).

Laura has been a featured speaker at international, national, and state conferences since 1984. She has shared her expertise with thousands of educators throughout North America, as well as Central America, Asia, Australia, and New Zealand

Bruce Wellman is codirector of MiraVia. He consults with school systems, professional groups, and organizations throughout North America, and he presents on the patterns and practices of learning-focused classrooms, learning-focused conversations, effective presentation skills, and facilitation and development of collaborative groups.

Bruce is an award-winning writer whose work has been honored by the Education Writers Association and Learning Forward. He is the author and coauthor of numerous publications related to organizational and professional development, mentoring, quality teaching, and improving professional cultures.

His selected publications include Groups at Work: Strategies and Structures for Professional Learning, Data-Driven Dialogue: A Facilitator s Guide to Collaborative Inquiry, Learning-Focused Mentoring: A Professional Development Resource Kit, Data-Driven Dialogue: A Facilitator s Guide to Collaborative Inquiry, Mentoring Matters: A Practical Guide to Learning-Focused Relationships, Pathways to Understanding: Patterns and Practices in the Learning-Focused Classroom, The Adaptive School: A Sourcebook for Developing Collaborative Groups, and How to Make Presentations That Teach and Transform.

Bruce has served as a classroom teacher, curriculum coordinator, and staff developer in Oberlin, Ohio, and Concord, Massachusetts, public schools. He holds a bachelor s degree from Antioch College and a master s of education from Lesley College.