Moving+Toward

data literacy as a specialty area for a few staff || Learning Communities with many change agents; widespread data literacy among all staff || making; no time or structure provided for collaboration || Shared norms and values; ongoing Data-Driven-Dialogue and collaborative inquiry; time and structure for collaboration. || rarely use by the school community to inform action || Used as feedback for continuous improvement and to serve students; frequent and in-depth use by entire school community || assessment; learning left to chance. || Aligned learning goals, instruction, and assessment; widespread application of research and best practice; systems in place to prevent failure. || to learn for some. || Internal responsibility as driving force; focus on opportunities to learn for all. || about race and class is taboo; culturally destructive or color blind responses to diversity. || Belief that all children are capable of high levels of achievement; ongoing dialogue about race, class and privilege; culturally proficient responses to diversity. || discussions. || Relationships based on trust, candid talk, and openness. ||
 * **Element** || **Less Emphasis On** || **More Emphasis On** ||
 * //**Leadership and Capacity**// || Individual charismatic leaders;
 * //**Collaboration**// || Teacher isolation; top down, data driven decision
 * //**Data Use**// || Used to punish or reward schools and sort students;
 * //**Instructional Improvement**// || Individually determined curriculum, instruction, and
 * //**Culture**// || External accountability as driving force; focus on opportunites
 * //**Equity**// || Belief that only the brightest can achieve at high levels; talk
 * //**Trust**// || Relationship based on mistrust and avoidance of important