Scenario: Does Not Contribute to Data-Driven Improvement

Scenario: Does Not Contribute to Data-Driven Improvement

Step 1: Principal, Jesse, has been working to implement positive high-expectations practices in his school. He has worked with the Positive High-Expectations Team to develop school values, rules and routines, which have since been taught to students.   

Step 2: Jesse visits the teachers’ classrooms and regularly spends time in the school’s shared spaces, observing student behaviour and teacher practices. He does not, however, regularly check student behaviour records or any behaviour data.   

Step 3: Since he does not use the data, Jesse is only aware of the behaviour issues that he directly observes. This gives him a very limited perspective on what is working well and what areas have room for improvement.

Step 4: Because he is unaware, Jesse makes decisions that are not aligned with what teachers and students actually need. He does not know if they are making continuous improvement – or any improvement at all.