cIcu Conference
June 18, 2014
Joan Thompson
Mid- Hudson Region
Essential Questions
 How to utilize student data to build assessment
literacy in leader prep candidates?
 How to utilize student data to support leader prep
candidates to achieve success on new NYSED
assessments?
ISLLC Standards Revised 2014
 2008 – Currently used by
NYSED
 2014 - committee
assembled to revise the
standards
 Changing role of
principal over past 6
years
 Research has produced
new knowledge
Draft Standards Emphasize
Use of Data
School Leaders:
 Use of data to inform practices and develop capacity of
others to use data to improve teaching and learning
 Foster the ongoing review and improvement of quality
teaching and learning
NYSED SBL Assessment
Field Test
The building leader knows how to use
student achievement data and
other evidence to identify visionaligned goals and to develop,
implement, and monitor plans to
achieve goals. The building leader
has a deep and comprehensive
knowledge of research-supported
practices for curriculum,
instruction, and assessment and
knows how to develop and sustain a
rigorous, standards-based, datadriven educational program that
encourages and enables all students
to be successful learners and all
teachers to perform at a high level.
Sample Performance Indicators:
Using technological tools and data
systems to support organizational
management and increase
organizational effectiveness .
Understand data-driven
decision-making and problemsolving skills and procedures.
Demonstrating an
understanding of procedures for
gathering, analyzing, and
synthesizing data from a variety of
sources for school decision
making and problem solving
Ensuring Accountability
(from Assessment Framework)

Demonstrating knowledge of the role of assessment
in educational accountability and the use of data to
evaluate instructional effectiveness and promote
educational improvement.
 Analyzing procedures for establishing monitoring
and accountability systems with respect to educational
goals and objectives.
Effective Instruction and
Assessment
(from Framework)
 Demonstrating knowledge of the uses, benefits, and
limitations of various types of formal and informal
assessment.
• Understanding procedures for implementing sound
assessment practices and for using assessment results
to further the school's vision and shape improvements.
• Understanding the significance of student diversity
(e.g., cultural diversity, language diversity,
exceptionalities) for instruction and assessment and
strategies for providing instruction and assess.
Sample SBL Assessment Questions
 Many of the selected response and performance tasks




call on leadership prep. candidates to understand,
analyze and interpret data.
Samples: (handouts)
Selected response
Performance Task- Developing human Capital
Instructional leadership
Using the Data Set to Create
Authentic Learning Experiences
 Using real student assessment data to create tasks
similar to NYSED samples
 Assigning small group work with different sets of
assessment data from a school or grade level to model
data inquiry teams
 Using student assessment data for a specific teacher as
part of an assignment to develop a class profile and
teacher improvement plan