Syllabus
Course Prefix/Number: EDG 6285
Course Title: Data Driven Decisions in Educational Settings
Course Credit Hours: 3
Instructor Name and Contact Information: Dr. Diane Bagwell, Visiting Instructor, University
of West Florida, College of Professional Studies, Department of Professional and Community
Leadership, Office: Building 77 Room 114, Pensacola Campus, Phone: (850) 474-2086
Email: dbagwell1@uwf.edu
Prerequisites/Corequisites: None
Course Description: This course provides the student with the necessary skills required to
effectively implement data-driven decision making practices in educational environments.
Emphasis is placed on designing, selecting, and analyzing appropriate data tools and data sets for
use in educational settings.
Refer to the UWF Catalog at the http://uwf.edu/catalog/crs.htm link
Purpose of the Course:
The Empowered Person and Professional Taking Action and Making a Difference is
exemplified in EDF 6285 in the following characteristics: a) critical thinker, b) lifelong learner,
c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional. The
mission of the Educational Leadership program at UWF is to prepare empowered professionals
to educate and train community and educational leaders using the most advanced theoretical,
managerial, and technological knowledge, skills, and abilities available.
Student Learning Outcomes: The SLOs for this core course (EDF 6285) in the
M. Ed. in Educational Leadership Certification Program of study include the
following: Students who successfully complete the program for the M. Ed. in Educational
Leadership Certification will be able to demonstrate the following:
M. Ed. Educational
EDF 6285 Data Driven
Conceptual Framework
Leadership Certification
Decisions in Educational
Program SLOs
Settings Course SLOs
Content: Monitor the success
Collect school and classroom
Counselor/MentorDecisionof all students in the learning
data needed for educational
MakerProblem-SolverCritical
environment, align the
decision-making
thinker
curriculum, instruction, and
assessment processes to
promote effective student
performance, and use a variety
of benchmarks, learning
expectations, and feedback
measures to ensure
accountability for all
participants engaged in the
educational process. (Florida
Principal Leadership Standard
required for certification)
Project Management: Plan and
implement the integration of
technological and electronic
tools in teaching, learning,
management, research, and
communication
responsibilities (Florida
Principal Leadership Standard
required for certification)
Critical Thinking: plan
effectively, use critical
thinking and problem-solving
techniques, and collect and
analyze data for continuous
school improvement (Florida
Principal Leadership Standard
required for certification)
Integrity/Ethics: Act with
integrity, fairness, and honesty
in an ethical manner (Florida
Principal Leadership Standard
required for certification)
Communication: Describe a
personal vision for the school
and the knowledge, skills, and
dispositions to develop,
articulate, and implement a
shared vision that is supported
by the larger organization and
the school community (Florida
Principal Leadership Standard
required for certification)
Develop an implementation
plan based on the goals and
objectives derived from the
data. Develop an evaluation
process to determine the
success level of the
implementation plan.
Counselor/MentorDecisionMakerProblem-SolverCritical
thinkerLifelong
LearnerEthical/Moral
Professional
Analyze specific data and
provide possible conclusions
and recommendations.
Decision-MakerProblemSolverCritical thinker
Create instructional goals
based on specific data.
Ethical-Moral Professional
Decision-Maker
Present data analysis findings
and recommendations in
written reports and/or powerpoint presentations.
Counselor/MentorDecisionMakerProblem-SolverCritical
thinkerLifelong
LearnerEthical/Moral
Professional
Goals: Florida Subject Area Competencies & Skills: FELEFlorida Educator Accomplished
Practices: (Professional)Reading Competencies: NASunshine State Standards: NAESOL
Competencies: NA
Competency Alignment Matrix: Course Alignments by
Assessments, Outcomes, and Standards: Advanced Programs for Other School Personnel
EDF
6285Data
Driven
Decisions in
Educational
Conceptual
Framework
Outcomes
NCA
TE
Stand
ards
FEA FELE Subject Area
Competencies
Ps
Program SLOs
Settings
Data
Instrument,
Team Report
& Power
Point(Rubric
)
Field Site
Application
Paper(Rubric
)
Weekly
Assignments
(Rubric)
Final
Paper(Rubric
)
Critical
ThinkerDeci
sion
MakerProble
m
SolversEthic
al/Moral
Professional
Critical
ThinkerDeci
sion
MakerProble
m
SolversEthic
al/Moral
Professional
Critical
ThinkerDeci
sion
MakerProble
m Solvers
Ethical/Mora
l
Professional
Critical
ThinkerDeci
sion
MakerProble
m Solvers
Ethical/Mora
l
Professional
1, 2, 4
1, 2,
4, 6,
8,
10,
12
AccountabilityAssessment ContentProjectManagementIntegrityC
Ethical
ommunicationCritical Thinking
LeadershipDecisionMakingTechnologyCommu
nityPartnerships
1, 2, 4
1, 2,
4, 6,
8,
10,
12
AccountabilityAssessment ContentProjectManagementIntegrity
Ethical
CommunicationCritical Thinking
LeadershipDecisionMakingTechnologyCommu
nityPartnerships
1, 2, 4
1, 2,
4, 6,
8,
10,
12
AccountabilityAssessment ContentProjectManagementIntegrity
Ethical
Communication
LeadershipDecisionCritical Thinking
MakingTechnologyCommu
nity
Partnerships
1, 2, 4
1, 2,
4, 6,
8,
10,
12
AccountabilityAssessment ContentProjectManagementIntegrity
Ethical
Communication
LeadershipDecisionCritical Thinking
MakingTechnologyCommu
nity
Partnerships
Rubric for Field Site Project (Total Possible Points = 40)
Area
Exceeds
Introduction
8 pointsContent directly
aligned with local site,
writtencompletely in
third person, correct use
of APA format
and references, correct
grammar and spelling
Description of Report
8 pointsThorough
descriptionof the report,
writtencompletely in
third person, correct use
of APA format
and references, correct
grammar and spelling
Meets
4 pointsContent
somewhat aligned with
local site, written
completely in third
person, some APA
format and reference
errors , some grammar
and spellingerrors
4 pointsSomewhat
describesthe report,
written completely in
third person, some APA
format and reference
errors , some
grammar and spelling
errors
Does Not Meet
0 pointsContent does not
align with local site,
notwritten in third
person, little correct
use of APA format
and references,
manygrammar and
spellingerrors
0 pointsDoes not
describethe report,
notwritten in third
person, little correct
use of APA format
and references,
manygrammar and
spellingerrors
Critique of how report was used
in the educational setting
8 pointsThorough
critiqueof the report,
writtencompletely in
third person, correct use
of APA format
and references, correct
grammar and spelling
4 pointsSomewhat
critiquethe report, written
completely in third
person, some APA format
and reference errors ,
some grammar and
spelling errors
Recommendations that
are aligned with the results of the
report
8
pointsRecommendations
arethoroughly aligned
with the results of
the report,
writtencompletely in
third person, correct use
of APA format
and references, correct
grammar and spelling
8 pointsConclusions
arethoroughly aligned
with the results of
the report,
writtencompletely in
third person, correct use
of APA format
and references, correct
grammar and spelling
4
pointsRecommendations
aresomewhat aligned with
the results of the report,
writtencompletely in third
person, some APA format
and reference errors ,
some grammar and
spelling errors
Conclusions
4 pointsConclusions
aresomewhat aligned with
the results of the report,
writtencompletely in third
person, some APA format
and reference errors ,
some grammar and
spelling errors
0 pointsDoes not
critiquethe report,
notwritten in third
person, little correct
use of APA format
and references,
manygrammar and
spellingerrors
0
pointsRecommendations
arenot aligned with the
results of the report,
notwritten in third
person, little correct
use of APA format
and references,
manygrammar and
spellingerrors
0 pointsConclusions
arenot aligned with the
results of the report,
notwritten in third
person, little correct
use of APA format
and references,
manygrammar and
spellingerrors
Rubric for Individual Paper (Total Points = 80)
Area
Abstract
Exceeds
Meets
Does Not Meet
20 PointsThoroughly
details the paper using
APA format
10 PointsSomewhat
details the paper using
APA format
0 PointsDoes not detail
the paper using APA
format
Content
20 PointsContent
directly aligned with
assignment topic, written
completely in third
person, correct grammar
and spelling
10 PointsContent
somewhat aligns with
assignment topic, written
mostly in third person,
somewhatcorrect use
ofgrammar and spelling
0 PointsContent does
not align with
assignment topic, is not
written in third person,
manygrammar and
spellingerrors
Organization of Paper
20 PointsPaper is
thoroughly organized
logically and with
correct headings
according to APA
format.
10 PointsPaper is
0 PointsPaper is not
somewhat organized
logically and with
mostly correct
headings according to
APA format.
organized logically
and has many errors in
headings according to
APA format.
References
20 PointsA minimum
of five references are
used and are cited
correctly throughout
the paper and in the
reference section
according to APA
rules
10 PointsLess than five
0 PointsLess than five
references are used
and are somewhat
cited correctly
throughout the paper
and in the reference
section according to
APA rules
references are used
and are not cited
correctly throughout
the paper and in the
reference section
according to APA
rules
Major Topics and Readings: The following topics and readings are listed here and delineated
on the course calendar: (Note – readings are from the course text)
I.
Introduction to Data Resources (Chapters 1-3) – Week 1
II.
Designing Data Tools (Chapters 4) – Week 2
III.
Educators as Researchers (Chapters 5) – Week 3
IV.
Data Analysis Results (Chapters 6-7) ; Team Power Point project due– Week 4
V.
Field Site Projects Due (Using SPSS on pp. 161-200) – Week 5
VI.
Individual Final Paper Due (Chapters 8-10) – Week 7
Tentative Schedule: EDG 6285: Data Driven Decisions
in an Educational Setting Calendar (page 1):
Week
1Aug. 2329
Monday
Tuesday
Reading:
Chap 1-3
Intro to data
resources
Meet Team
Members
Week
2Aug. 30Sept.5
Wednesday Thursday
DQ1 due
Friday
Saturday
Sunday
Responses to
peers due
Reading: Designing
Chap 4 data tools
DQ2 due
Reading:
Week
3Sept. 6-12 Chap 5
Educator as
Researcher
Responses to
peers due &
Week 4 Reading:
Chap 6-7
Sept. 13-19
Week
5Sept. 2026
Week
7Oct. 4-10
Responses to
peers due
DQ4 due
Responses to
peers
dueTeam
PPTs due by
midnight
DQ5 due
Responses to
peers due &
Field Site
Projects due
Data
Analysis
Results
Reading:Pp
161-200
Week 6 Reading
Sept. 27Oct.3
DQ3 due
Chap 8-10
No DQs
Individual
Final
Papers
Due by
midnight
with 20
points
deducted
each day
late
Feedback
provided by
midnight
Week
8Oct. 1117
Final
Grades
Posted
Academic
Day 1
week
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Texts:
Required: Text and Materials: Students will need the following text and materials:
(a) Picciano, A. G. (2006). Data-driven decision making for effective leadership. Upper Saddle
River, New Jersey: Pearson.
(b) Various web sites as assigned throughout the course.
Required: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF
campus bookstore - Student Access Kits (ISBN 0-9774408-1-8) Suggested:
(c) Access to Internet and/or UWF library system for article acquisition.
Tutorial: SPSS Tutorial online Grading/Evaluation System:
(1) Weekly Discussion Questions (5 DQ Responses @ 4pts each)…………….. 20 points
DQ responses must be written in APA style and be at least 250 words. One (1) point will be
deducted per day that the discussion questions are posted late.
(2) Weekly Participation (5 Responses to Peers @ 4 pts each)………………… 20 points
Peer responses must be at least 100 words each. Two responses are required to get the
participation points. If one response is posted, you will receive no credit. One (1) point will be
deducted per day that the participation responses are posted late.
(3) Field Site Project …………………………………………………………… 40 points
Select a report used in your district or educational setting that reports data results from a specific
data set. Write a 5-page paper that includes the following elements using the information from
the report and justify your discussion from the literature using at least three journal article
sources as justification: (a) introduction; (b) description of report; (c) critique of how report was
used in the educational setting; (d) recommendations that are aligned with the results of the
report; (e) conclusions (use APA formatting with at least three references from substantiating
literature) A rubric will be used to assess the field site project). The Field Site Project must be
submitted by the due date to receive credit. No late submissions will be accepted.
(4) Individual Final Paper………………………………………………………. 80 points
Select a topic for a 10-12 page paper that relates to an issue or consideration surrounding the use
of data drive decision making pertinent to the field of education at the national or international
level and use APA formatting and formal paper style including an abstract and headings with at
least 5 references from journals or formal reports or books. A rubric will be used for assessing
the individual final
paper. The Final Paper must be submitted by the due date to receive credit. No late submissions
will be accepted.
(5) Team Power point Presentations …………………………………………… 40 points
Teams assigned during week one will develop a six-slide presentation of an original data
collection tool that they have designed. Presentations must include the purpose of the tool,
description and use, and the process for determining reliability and validity of the tool. The
powerpoint presentations must be submitted by the due date to receive credit. No late
submissions will be accepted.
Total
200 points
Grading Scale:
200-190=A 189-180 = A- 179 – 175 =B+ 174 – 170 =B 169 – 160= B- Below 160= C
Special Technology Utilized by Students:Each UWF Student is expected to:
• activate a UWF ArgoNet email account
• access email two to three times weekly
• have basic word processing knowledge Optional Course Technology 100% of the course
work requires use of software available from an ArgoNet-enabled computer or equivalent.
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.