Department of Educational Leadership
EDU 6533 Data-Driven Decision Making
4 Semester Hours
COURSE DESCRIPTION:
This course is designed to assist the aspiring educational leader in
developing knowledge, dispositions, and skills in structured planning, information processing, and datadriven decision making.
PREREQUISITES: Admission to Graduate School and membership in the Educational Leadership
Program Cohort group.
RATIONALE: The course is designed for aspiring educational leaders who are beginning to learn how to
use data in the school improvement planning process. Training in data-driven decision making and
planning that serves as a foundation on which to build processes for data use is provided. The course
offers basic information on types of data, strategies for analyzing and understanding data, and methods
for determining how these efforts can influence goals and planning.
LEARNING OBJECTIVES AND OUTCOMES: The course is designed to enable prospective educational
leaders to:
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Examine the six ISLLC Standards with particular emphasis on the relationship of effective
use of data in the successful accomplishment of each. [1,2,3,4,5,&6]
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Collect and analyze data on the school’s progress toward realizing the vision of learning.
[1B,1E]
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Collect and analyze data on teacher performance and pupil achievement from a variety of
sources and demonstrate an understanding of how teaching is linked to student learning and
what teaching strategies support increased student learning and progress toward the vision.
[2E, 2I]
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Appreciate the value of collecting data about progress toward achieving the vision from
sources both in and outside the school. [1B, 3A, 3E, 4A, 5A, 6C]
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Use data on the school’s progress toward the vision to provide the school community with
accurate, complete, and frequent reports on the status of the vision. [1A,1E]
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Assess the instructional program and the school culture and use the information produced to
promote the vision of the school. [2E, 2I]
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Understands the importance of an ongoing system of appraising teacher and student
performance and systematically using this information to make instructional decisions. [2D,
2I]
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Involve stakeholders in a variety of ways to provide and analyze data about the instructional
program and culture of learning. [1B, 2I, 3D, 3E, 4A, 4B, 4C, 4D, 5C]
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Demonstrate integrity in providing the community information about the evaluation of the
school’s instructional program and culture. [5A, 5B, 5C, 5D, 5E]
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Recognize the importance of utilizing data to make management decisions in a way that
supports the school’s vision. [3A]
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Demonstrate an understanding of utilizing learning, teaching, and student data to inform
management decisions. [3A]
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Utilize data from appropriate stakeholders in the management decision-making process. [3A]
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Employ ethical principles in using data in the decision-making process and to ensure fairness
and equity for all. [5A, 5B, 5C, 5D, 5E]
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Value the use of data in ensuring high expectations for all students regardless of race,
ethnicity, socioeconomic status, or gender. [5A, 5B, 5C, 5D, 5E]
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Assess the needs of the members of the school community on an ongoing basis and use
information in a meaningful way to address their needs. [4A]
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Seek feedback from students and teachers to assess the administration’s effect on the
learning environment and student achievement and use this information to promote positive
change. [4A]
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Seek feedback from the community about the administration’s impact on learning and uses
this information to strengthen the relationship between the school and the community. [4A,
4B, 4C, 4D]
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Provide opportunities for an open and honest discussion with members of the school and
community concerning the administration’s impact and consider their opinions in making
changes. [4B, 4C, 4D, 6C]
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Understand the importance of an analysis of the needs of the community to facilitate the
creation of a school vision based on the best interest of the students and their families. [6C]
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Appreciate the importance of awareness of the challenges faced by students and families
within the community and of using the information as part of an ongoing process to improve
teaching and learning. [5C, 6C]
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Recognize external forces that might impact work toward the school’s vision or challenge or
support instructional programs and student achievement. [6C]
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Communicate with stakeholders about changes in the environment in an open and honest
way that is accessible to all diverse community groups. [4C, 4D, 6A, 6B, 6C]
ACADEMIC INTEGRITY: The integrity of an educational leader must be beyond reproach; and nothing
more really needs to be said about the subject to one who aspires to such a position. However, the
university’s official position follows: Mississippi College students are expected to be scrupulously honest.
Dishonesty, such as cheating or plagiarism, or furnishing false information, including forgery, alteration or
misuse of University documents, records or identification, will be regarded as a serious offense subject to
severe penalty, including, but not limited to, loss of credit and possible dismissal. See the Mississippi
College Tomahawk or Policy 2.19 for specific information regarding penalties associated with dishonest
behavior at Mississippi College. Copies of the Tomahawk are available in the Office of Student Affairs,
Nelson 212. Copies of policies are available on the Mississippi College web site.
COURSE TOPICS: The major areas to be covered in this course are:
A.
B.
C.
D.
E.
F.
G.
H.
I.
ISLLC Standards for School Leaders
The Role of Data and the Vision of Learning
The Role of Data and the Culture of Teaching and Learning
The Role of Data and Managing Organizational Systems and Safety
The Role of Data and Collaborating with Families and Stakeholders
The Role of Data and Ethics and Integrity
The Role of Data and the Education System
The Mississippi Student Assessment System
Current Issues and Hot Topics in Assessment
INSTRUCTIONAL METHODS: Lecture, discussion, demonstrations, modeling, role-playing, cooperative
groups, observation, technology, research, team presentations, individual projects and presentations,
reports, reflections, assessments, and field experiences may be utilized.
ASSIGNMENTS: The following assignments are required:
Reflections – There will be ten reflections on selected topics. The reflections are due one week from
the assigned date. No credit for reflections submitted late. Maintain copy of each in portfolio.
B. Required Reading
C. Individual Data Project– See attached assignment.
D. Field Experiences – 90 Hours Required – See field experience handbook for list of activities
E. EVALUATIONS: Evaluations will be objective and subjective. Subjective scoring will be based on
professional judgment and high expectations.
A.
Final Grade will be based on the following:
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Field Experience Notebook– 25%
Class Participation and Reflections – 15%
Individual Data Project – 35%(25% data project; 10% data project presentation)
Mid-term examination – 25%
GRADING SYSTEM: The University uses the following grading system for graduate school:
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A - Reserved for work that is definitely superior in quality.
B+ - Intermediate grade.
B – Given for work that is consistently good and that manifest sufficient interest, effort, or
originality to lift it above average work.
C+ - Intermediate grade.
C – Given for average work and shows that basic requirements in class assignments have been
met. Work at this level or lower is considered unsatisfactory for graduate students.
D – Earns credit but is below the standard required for graduation.
F – Indicates failure and, naturally, carries no credit.
OTHER INFORMATION
Class Attendance - Each student is expected to be in class each meeting and on time. (See Graduate
School Bulletin for complete attendance regulations). Five points will be deducted from the final grade for
each absence; two points will be deducted for each tardy; and two points will be deducted for each early
departure. (In rare cases, the instructor may allow students to make up an absence through written
assignments and other appropriate activities, provided the circumstances of the absence justify the
special consideration.) Any student who misses three or more classes will not receive credit for the
course.
Participation and attendance may positively or negatively affect the final grade. Graduate students are to
be commended for pursuing advanced education. No doubt sacrifices have and will continue to be made
in order to obtain a degree. Before committing to take this class or continue with it, carefully consider
family, job, and other responsibilities that might impact attendance.
Special Accommodations - Students needing special accommodations due to learning, physical,
psychological, or other disabilities should contact:
Director
Counseling and Testing Center
Mississippi College
Box 4016
Clinton, MS 39058
Phone: 601.925.7790
E-mail:mbryant@mc.edu or rward@mc.edu
Office location: Alumni Hall Room #4
Classroom Etiquette
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Be present, on time, and prepared.
Actively participate in class activities.
Turn off cellular phones.
Respect others and their right to express their opinions and feelings.
Listen and refrain from talking when others are talking.
Remove hats or other head gear in class.
Leave children, family, and friends at home.
Eat, drink, smoke, and chew outside the building.
Orientation Information for Graduate Students – Graduate students should read the Graduate
Orientation Manual in its entirety. This is an important part of the orientation for graduate students.
Please get your hard copy from your department or from the Graduate Office in Nelson 202. You may
also view the manual on the web at this address:
http://www.mc.edu/academics/graduate/graduate/orientation.pdf
Our Vision is to produce the best
prepared educational leaders in