Book Review: Data, Data Everywhere
I have had the opportunity to receive and review books for MiddleWeb, an online database for educators. I read Data, Data Everywhere (Second Edition) by Victoria L. Bernhardt, Ph.D. way back in January and somehow completely managed to forget about submitting a review. (And for reasons beyond me, nobody ever followed up to remind me that I still owed them a review.) The book has been traveling in my bag and sitting by my computer for months. I would look at it and think, “Hm, did I write a review?” but then I would get busy and forget about it again. Which is why I find myself sitting on my couch now, avoiding the heat and humidity outside, listening to Bob Ross talk about happy trees named Clyde and happy little clouds, and finally writing up my review of this excellent book.
Data, Data Everywhere is, at its heart, a guide to making sense of all of the information that schools collect on a daily basis and using them to determine specific actionable goals for school improvement. To put that another way, teachers and administrators collect a lot of data: test scores, attendance records, office referrals, benchmarking, formative, and summative assessment results, family involvement, professional development participation, and much more. It is far too easy to allow all of the data and (the collection thereof) to be just another cog in a machine without making any real difference in what the school is doing. Dr. Bernhardt, through her Education for the Future Initiative, developed the Continuous Improvement Framework to make sense of all the data and use them to guide school leaders in their day to day operations.
After explaining the CSI Framework, each chapter of the book is broken down into four basic components: an overview of a specific element of the framework, an explanation of how to collect and analyse data, reflection questions, and application opportunities. Additionally, each chapter has a suggestion for the amount of time it should take to fully consider each component.
An important recommendation by Dr. Bernhardt is to involve as many voices as possible in the school improvement process. This is radically different than the traditional method of pulling together a team of teacher leaders and administrators with one or two parents to make the decisions for the school’s improvement plan. However, by involving every voice, it is more likely to have increased ownership, collaboration, and consensus within the building. As Dr. Bernhardt says,
“When school staff agree and commit to a shared vision, they are collaborating on what they know and believe will make a difference for student learning. They create common understandings about what to teach, how to teach, how to assess, and how each person will treat each other. They also have common understandings of what they are going to do when students know the information and what they are going to do when students do not know the information. These agreements make data use so much more effective.”
Perhaps more importantly than explaining the Continuous School Improvement Framework, Data, Data Everywhere is a guide for actually using data when implementing the plan. Far too often, improvement plans, often required by state boards of education, are drafted, submitted, and promptly forgotten. However, it is possible, by regularly reviewing data and having open, honest discussions about them, to use the information to bring about positive change within the building. The building principal, as instructional leader, is responsible for making sure that such conversations are happening. He or she must also be sure to clearly communicate with stakeholders (teachers, parents, and community members) what the information means, Otherwise, as Dr. Bernhardt warns, “faced with an absence of reliable and transparent information, people will fill the void with disparate events and facts. This could lead to biased perceptions.”
Whether your school is using the Continuous School Improvement Framework or a different tool, the suggestions in Data, Data Everywhere, when implemented with fidelity, will help leaders organise information, guide discussions, and, ultimately, lead to an improvement in student learning. And, as another education researcher, Dr. Todd Whitaker, has asked, if we aren’t focusing on student learning, what are we doing?
[NOTE: My review on MiddleWeb was published on August 3, 2016, and can be found here.]