Empowerment Through Clarity and Data-Informed Practices with Casey Watts

Clarity Over Clutter Freebie
http://www.catchingupwithcasey.com/clarityoverclutter

In this episode, I chat with Casey Watts, CEO of Casey Watts Coaching and Consulting, about her extensive 20-year journey in education as a teacher, leader, and professor. We discuss Casey’s focus on helping leaders gain clarity within their organizations and the importance of building a thriving data culture with clarity at its core. Casey shares her experiences from various educational roles and introduces her book, 'The Craft of Clarity,' which outlines six steps for school improvement. We dive into her strategies for creating environments where staff can move beyond silos and foster a culture of collaboration. Casey also provides insights into overcoming common obstacles in data conversations, emphasizing the need for structured systems and continuous clarity. This episode is packed with practical advice on creating a clarity-driven data culture, applicable to educators and leaders alike.

Learn more about Casey Watts at www.clarity-driven.com

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Connect with Casey Watts
Email: catchingupwithcasey@gmail.com
LinkedIn: www.LinkedIn.com/in/catchupwithcasey


Connect with Jessica 
Email: jess@data-informedimpact.com 
X: @informedimpact
Instagram: @informedimpact 
LinkedIn: linkedin.com/in/informedimpact 

Transcript

Jessica 0:49

Today we're speaking with Casey Watts, CEO of Casey Watts, coaching and Consulting. With 20 years in education as a teacher coach, leader, and Professor Casey now focuses on helping leaders gain clarity for themselves and their organizations. We'll be exploring her insights on creating clarity for thriving data culture that's here from Casey about what it really looks like to build a data culture with clarity at its core. Welcome, KC.

Casey Watts 1:14

Hey Jessica, I am really excited to be here. Thank you for having me.

Jessica 1:18

Yes, of course. I'm excited to have you. And, uh, this is gonna be, we're recording this early, but this is actually gonna be the second time that you're gonna be on the podcast.'cause you're also featured in the seven speakers in seven days, um, for the virtual summit in June, which is now, back then, according to when we air this. So the timeline is.

Casey Watts 1:41

it was a fantastic

Jessica 1:44

so amazing. It all went, went on without a hitch. Very smooth. Everyone was so impressed with all the speakers. It was just a beautiful event, for sure.

Casey Watts 1:56

Yes.

Jessica 1:58

so elaborate a little bit on your, on your previous experience in education. I gave a little bit of a, a brief overview, but give us a little bit more detail.

Casey Watts 2:07

Yeah, I have been in education for, uh, over 20 years, just a little over 20 years. I don't wanna, you know, age myself, because sometimes when I say that and I'm look, I look at myself or I. Think people look at me and they're like, you haven't been in education for 20 years. But it's true. I hope that I do look younger than I am. Um, and in that time I have done lots of different things. I am a person who really enjoys change and experiencing lot, lots of different things. And so I have had experience as. A K through five classroom teacher, both self-contained and departmentalized. I have had experience as an academic coordinator, instructional specialist, assistant principal, and of course, as you know, I have moved into consulting, coaching and speaking, uh, and have just recently published my first book, and so I've kind of moved more into the thought leadership space. Reflecting on all of my experience in these different positions, and I think what, um, my core message anchors to is this idea that there's this interm that I think I've been a part of for so long, and I kind of use that term that

Jessica 3:23

What was that word?

Casey Watts 3:25

inter mundum.

Jessica 3:27

don't think I've ever heard that word before, or at least that process that I've heard that word. That is a wild one. Yeah.

Casey Watts 3:33

isn't it fascinating? So fiction authors who often have characters that kind of float in between worlds, they call that the inter mundum.

Jessica 3:42

Oh my goodness.

Casey Watts 3:43

about how, in my experience, I've always served in some kind of position where I was in between two. Different narratives, be it between students and their parents, or between teachers and teachers, or between teachers and administrators. And um, and so that's kind of where I've learned that there is often two opposing narratives and we, it's so important for us to bridge the gap between those narratives. And I believe that clarity is how that happens. also believe that, um. You know, we think about clarity so often as clear communication, but there it's so much more than that. And what I do for leaders is help them bring clarity and put it into action.

Jessica 4:35

So cool. You mentioned a couple things in there that I wanna talk about before we even start talking about the data, the data stuff. Um, so, uh, you have a book out, you are an author. Can you tell us a little bit more about that book? I.

Casey Watts 4:48

Yeah, so my book, the Craft of Clarity, the subtitle is Six Steps to Bridge Gaps Foster Commitment and Create Sustainable Alignment is all about helping leaders who know. school needs to improve. So they're thinking about these initiatives and strategic plans and goals that they are expected to be held accountable to. They want to bring those to fruition, but sometimes it can feel like it's just overwhelming and too much, and they don't know exactly where to start. And so I give them the steps to not only decide what is gonna be our primary focus to. School improvement, but also what are the steps we're gonna take in order to actually reach these goals that we set? And that's what the book is all about.

Jessica 5:38

Yeah, I love that. I actually just had a conversation with, um, someone else who's gonna be on the podcast is gonna be episode two, Jessica Biser, um, who is currently, uh, working as a school assessment coordinator. Um. And, uh, she was talking, well, we, we both had a conversation about how, um. Once you get put in, for her, it was a school testing coordinator or assessment coordinator position. For me, it was more of like the, um, the data coach or the data coordinator. Once you have a chance to be in one of those positions where you're taking a step back and looking at everything, it's so much easier to figure out how everything works together systematically. But when you're in those particular groups, whether it be your, your teachers or your administrators or instructional coaches, sometimes it's really hard to. See how we can make things work. Um, and so I, yes, I believe wholeheartedly that clarity is a, is a huge issue, especially when it comes to schools. So, um, love the message and then, uh, can you tell us a little bit about your speaking as well?

Casey Watts 6:44

Yes. So funny enough, but or not, funny enough, it's not ironic at all. Really what I talk about anywhere I go is clarity. Like that is always gonna be the message that I bring. But when I talk about clarity, um, at events, my main message is helping. create environments where their staff can move beyond silos. And I, I often talk about how, you know, we exist in these different silos for many different reasons, but so much of it is due to a lack of clarity and it's a lack of clarity in three major areas. And this is what I teach about from the stage. I talk about a lack of clarity in identity. A lack of clarity in our collaboration and a lack of clarity in direction. And so through my keynotes, I give the audience not only inspiration, but really practical tools and strategies that they can implement as soon as they return to work and try to break down the silos and instead build more of a culture of collaboration.

Jessica 7:51

Awesome. Yeah. Love that. And, um, perfect segue because collaboration is such a key part of building a strong data culture. So tell us a little bit about your experience with data and building data cultures in the, in the past.

Casey Watts 8:08

Yeah. Oh man. I have too many stories actually.

Jessica 8:13

We all do. Yes.

Casey Watts 8:14

So, yeah, I know, I know we do. So I'm, I'm going to lean into one particular story that kind of segues into that data culture. Um, remember, so as a district instructional specialist, uh, at my very most recent district, it was my responsibility, obviously, to support instruction. Well, you can't support instruction without first. Looking at the data. so, um, in the school that I was in, it, I'd only been there for maybe two or three years and they, uh, they were really well known for, um. community, but it's more of like a family style community. So it's a rural area. They have a strong community anyway, but that doesn't always mean that when you look into the school systems, They're functioning at their highest capacity. And so, um, it was kind of a shift for them to put in place some new systems to look at data more intentionally because their practice was, we're gonna look at the data, but we're looking at it in a very surface level way, and looking at it in a really broad way instead of getting targeted about. What strengths were and how we could leverage those strengths to support our areas where growth was needed. so anytime they looked at data, it was typically like. of year data, you know, those big summative assessments or state assessments at the end of the year. And typically it was, we're looking only at the areas where we need to make improvements. And so I knew that going into, looking at this, uh, looking at data in a different way, it was gonna be a stretch for them. And so in the beginning of the year, we kind of set a goal for reflecting on data. Much more intentionally for sure, but also that had to me, we were doing it. Regularly and consistently and ineffective ways. Let me state that again in very effective ways, not ineffective ways. Um, and so when we, when we, when we started, it was so interesting for them to look at. We just started with benchmark assessments. Now I do realize that's still not completely ideal, but what we were working toward was eventually getting to. formative assessments and looking at formative assessments within the classroom and looking at that data. But when they heard the term data in their minds, it was typically like. it's end of year assessments or big tests, like that's

Jessica 11:04

Right.

Casey Watts 11:05

meant. And so it was really a whole shift of, uh, a whole culture shift. Like we were thinking about shifting mindsets and we started with, um, just looking at benchmarks, like I said. when they came in, and this was so interesting to me, had them looking only at what could be celebrated and reflecting on their instructional practices that supported their improvement or growth in those areas of strength. Like what are areas of strength here? Where did the students, were the students really successful? What were your instructional strategies and practices that. Affected that or made

Jessica 11:49

Wow. Yeah.

Casey Watts 11:51

only thing that we looked at that first round. We didn't even look at where are our areas of growth needed. Because you know what? In that moment, the teachers were so accustomed to only looking at areas where growth was needed that they couldn't see areas of strength. they're gonna be looking at that individually anyway, outside of our team meeting. They're gonna be looking at that. So I just wanted to spend time thinking about what is working and then over time, like, so that was first benchmark that we did the next benchmark. We took it a step further and we just add a layer to it. So, you know, I don't even remember what your question was, but in just thinking about supporting that data culture. Um, my mind it's, it's for a lot of people it is. So, I know we say that data shouldn't be personal, but it is so personal to

Jessica 12:47

Yeah.

Casey Watts 12:47

it is so personal. We can't detach that. So why don't we take steps to give them a pathway for looking at data in a really purposeful way that still makes it personal. also celebrates them and gives them ideas for how to leverage what they're already doing, right to work on the things that need improvement.

Jessica 13:12

Yes. I love that. And, um, it's, it's such a. Um, there's a word for it and I cannot think of the word for some reason. Um, uh, it kind of like throws a wrench in things, right? Because they're so used to going to those meetings and looking at areas, uh, for growth and figuring out what to do next. So it's enough of like a change up to where it's like, oh, hold on a second. Um, and kind of brings everyone back to that like same page. Um. Such a good, such a good way of doing it. I love that. And so, you know, you've had several, um, you've had lots of experience in these different positions and everything. How have you seen a need for clarity in those conversations, in those data conversations evolve through those different positions?

Casey Watts 14:00

Hmm. Oh, is, that's a great question. What a good question. You know, so I'm gonna start from my perspective as a teacher, because you know, I know what it feels like to be in a position where there are these. Almost invisible expectations. You know, like even when we talk about, even when leaders talk about wanting to see improvement in our data, that's, that's not clear as to what exactly they want to see improvement in.

Jessica 14:37

Yes,

Casey Watts 14:38

we

Jessica 14:38

agreed.

Casey Watts 14:39

we, we need to see that data improve. Like what? Okay, but what do we mean by that? Like collectively, are we coming together and saying, our data has improved, this is what we are going to see. We're going to see improvement in this area, this area, and this area. This is what we're gonna notice that students are able to do. This is what we're gonna notice about our teachers. This is what we're gonna notice about our campus as a whole. So I think there's just like this again, that. Those two different narratives where leaders are thinking like, we've been really clear. We've told them we need to see improvement in reading scores. well there's a lot packed into being a reader. I. So it,

Jessica 15:26

Yeah.

Casey Watts 15:27

we wanna see improved reading scores or improved math scores. We've gotta get really clear on what that looks like, sounds like, and feels like. And that's where those common goals are so important because if we're not anchoring to some common goals, a common area of focus, then we're just kind of focusing on everything. And if everything is important, then nothing is important.

Jessica 15:51

Yeah, it reminds me of, um, a blog post I wrote a while ago because I had so many people coming to me and saying, like, so many teachers saying, you know. My principal says, um, that they wanna see me using data to drive instruction. And, but I asked them, what does that mean? And I'm not given any direction. And, you know, teachers, we, we wanna know exactly what the expectations are. Um, and so I wrote a, a blog post on like. This is what your principal means. Even if they don't know, that's what they mean, because sometimes it is like they're just checking a box, unfortunately, and they're passing that along and expecting the teachers to understand what that means, but that the lack of clarity is just, um, really hurting the process. So, uh, that's, that's why I coach so much on like, here's a cycle and this is what it looks like with a teacher, and this is what it looks like with a teacher team and an intervention team and a, um, a leadership team because. To, you need some kind of, some kind of system right? To, wrap your head around what that actually means. So I 100% agree with that. Um,

Casey Watts 17:00

I think too, like I think a lot of leaders, this is where the clarity cycle framework is so important because it does give a system for creating clarity because it gives you the action steps for that. So as a, as a leader, as a principal, if I say to my people, we need to see improvement in X area, well. one piece of creating clarity. need to have a whole lot of other pieces to create clarity so that we all know what it is we're going for.

Jessica 17:36

Yes, exactly that common vision. So, um, when you're looking at clarity in these data conversations, um, or in just the, the data culture overall, what are some common obstacles that you're, you're butting up against? Uh, we talked a little bit about one of them, and that being the lack of clarity when the principal or when the administration asked for, um, for teachers to be using data or improving reading scores. What's something else that you've, you've come across?

Casey Watts 18:06

Um, a lot of the time it is, I think sometimes. We, we hear a lot of leaders talking about resistance, right? but I don't know that we always know exactly what we mean by that. And so, because resistance can look a lot of different ways, and it can happen for a lot of different reasons, and I believe that most of the time when we notice resistance in our organization, it's because there's a lack of clarity. But it can be really hard to create that clarity if there are so many things that you feel like you have to focus on. So when we look at data, I think sometimes it's easy for, and I'm coming from this at a lead, from a leadership perspective, but it can be so easy for us to see all of these areas where growth is needed, where improvement is needed, and it can be really hard to decide. Okay, what's gonna give us the biggest bang for our buck what truly needs to be our focus? I think the other hiccup beyond that is we see here are areas where growth is needed. We have to make improvements. But not only is it sometimes a whole lot and we don't know where to start and it's overwhelming, but we also don't take the time to dig deeper and ask the why. Question again and again. Like if this is an area where students are struggling, why is that? Why? Keep asking why. If this is an area where teachers are struggling, if this is an area where our school is struggling and the data is showing that. keep asking that? Why question? Could it get to the deeper root? Because too often we stop at surface level and that's where I think we run into the issue of buying products and programs as bandaid fixes. And then we enter, enter, enter into this time of like cyclical problem solving.

Jessica 20:15

Yes. Yes. Um, they say what? That, there's a practice where you have to ask why five times in order to like, get, uh, as close as you can to that root cause. Um, we've done that before in data meetings as well. And, um, there's something, what was the very last thing you said? I, I lost my train of thought, but there's something else that I wanted to say in, in regards to that.

Casey Watts 20:36

I was talking about cyclical problems like it happening again and again.

Jessica 20:42

I don't know where, what my thought was. It's gone now, but it, it'll come back probably like in the middle of the night or something, you know. Oh. And insert a little clip of me just randomly talking and you shaking your head just to make up for it. Um, okay, so we talked about, uh. And I know you love to work with teams and that that's your thing, especially when it comes to clarity. But I'm curious too about your experience as, um, an instructional coach, how you've worked with, um, individual teachers when it comes to using data.

Casey Watts 21:18

Mm. that's probably been one of my favorite things, but also one of the most challenging, and again, I'm gonna go back to, I don't know that there's. the most part. I don't know that there has all, that, there has been enough clarity provided to teachers about why we use data, how we use data, which data matters. You know, like, I don't know that we spend time for whatever reason, we get into, teachers get into schools, and we have this. Weird assumption that because everyone is in a school and maybe they have a teaching degree, they just automatically know the lingo. They automatically know how to look at and analyze data, but they don't like. I don't know about you, Jessica, but I for sure when I went into teaching, like I, I went to college, I got my master's, but at no point was I really looking at data in intentional ways and learning how to analyze it.

Jessica 22:25

Nope.

Casey Watts 22:26

that I could make improvements in student learning. then when you get into school, we're bombarded with, you know, your trainings at the beginning of the year that have nothing to do with analyzing data

Jessica 22:38

A lot to do with. A lot to do with how to use a copier.

Casey Watts 22:43

Yes, yes, absolutely. I'm telling you my TED Talk the future, whenever that is, it's gonna be about like your onboarding

Jessica 22:53

Yes.

Casey Watts 22:54

You know, once you get started in the school year, you don't have time to come back to it. And then we're like, oh, we've gotta analyze data. Well, we should have spent time at some point really talking about what that looks like. I. How to do it effectively, how to collaborate around it. Like all the things, there's so much you can do around data in and of itself. Like I could go on a tangent with this, I feel like, but I just think if, if that becomes your focus, like we want to become a campus, let's say that next year, and I'm just gonna kind of. with this. Let's say that next year you wanted your staff, your teachers, and this was your goal, your area focus. You wanted them to be able to individually analyze their data so that it impact and instruction, and you wanted them to be able to analyze data collectively so that. MTSS meetings were more productive. Your PLC meetings were more productive. Your parent teacher conferences were more productive. If that's the case, then you could go through a clarity cycle framework and think about what are the steps we're gonna take to make that goal a reality. And we should see if you started that, like right now in June when this episode is coming out, you should be able to see next year all of the things that you have to put into place in order to make that possible. But just saying we want to see it happen is not going to make it happen. And our

Jessica 24:31

Right.

Casey Watts 24:32

schools knowing how to analyze data. They know how to look at what's good and what's bad, but there's so much more to it than that. So all of that to say, when I meet with teachers, that's the very first thing that I notice is, wow, we don't have a collective understanding about how we as a whole, as an organization, go about analyzing data in a way that matters.

Jessica 24:59

Yes, so true. Um, and I, what I feel like is often the, the answer or the response. To that, um, and I understand why it is a response is to kind of do like a one size fits all system. Like these are the things that you have to show me in order to, um, prove that you're using data and, um, and. I, uh, it makes me think of, I have a tool, um, it's like a reteaching cycle tool. And, um, I had a person come to me and say a state support person, uh, reach out to me and say, you know, like our superintendent, um, is struggling. Like our school is about to be taking everybody to the state. And so he found your template online and pushed out to all the teachers and said, we have to use this now it's. Research based by Jessica Lane. I was like, oh God. He said my name. Like not only does it have my company all over it, but also says my name and um, and that was the extent of the rollout. And I was like, oh my God. I always cried when she told me. I was like, and she's like, my teachers are. Devastatingly overwhelmed and confused and don't understand what they need to be doing. And um, so I had to explain to her, I was like, this tool is meant to be a habit building tool, so it is not meant to be handed off to a teacher and said. Complete this now. It is meant to be completed in coaching, whether that's one-on-one coaching or small group coaching, and you are kind of holding the teacher's hand through coming up with that reteaching plan and figuring out how to look at that data. And once they get the hang of it, they don't need that toll anymore. I mean, once I got into the system, I didn't use a fancy spreadsheet back when I was a teacher. Um, as much as I would've loved to. Um, but, um, what it looked like in my classroom was I would have students complete, um. It was kinda like an exit ticket, but it was like right after the lesson. And as they were completing it and finishing it, they would just put it up in the air and I would go around, there'd be half sheets of paper and I'd just put'em in three piles in between my fingers and one pile would be, students understand it 100%, one pile would be little mistakes. And then the last pile needs reteaching. And as I'm doing that, they're moving on to the next assignment. And once I get enough of them, and I'm. Touching base with the little mistakes. I pull the rest of them back to the class or back to the back of the room, and we have a little small group discussion and I teach'em in a different way or whatever. There's no fancy tool that I used in that situation, but I was using data and it was evident through my practices that, that it was driving my instruction. Um, so I think there is, you know, a, a tough balance between, um, trying to do a one size fits all and also understand. Understanding that people need support, but not making that support a one size fits all. Um, and really, and I think that. That's too why, why, um, coaches are so incredibly important. Um, I was an instructional coach as well, so that's, that's my background also. So I 100% am a true believer in, in the impact that coaching can have, especially when it comes to working through some of that, that data work. All right. Um, so we talked about, you're speaking, you're an author, you have this extensive background in education, um, and your focus is on clarity. Love it so much. Where can people find you if they wanna get in touch with you?

Casey Watts 28:40

Yes. The best place you can find me, of course, is my website, catching up with casey.com. Actually, I've started to shift that. It is. You can also find me@claritydriven.com other place that I am primarily. Uh, posting is LinkedIn, so you can find me at linkedin.com/i think it's in, and then slash catch up with Casey. So catch up with Casey is where you're gonna find me most places.

Jessica 29:07

Awesome. That's fantastic. And I'm also adding a little, um, freebie in the show notes, the, um, clarity over clutter. Can you talk a little bit about that?

Casey Watts 29:18

Yes. So the Clarity over Clutter is a, um, free 30 minute training that it's a replay of a webinar that I did back in, I think January. And I talk through, uh, leaders through how to give teachers what they want. Without spending a time and being able to hold them accountable without micromanaging. And in that I talk about the three primary areas where teachers or your, your campus may be lacking clarity and why they might be asking for products, programs, or even more positions and what you can do instead of spending a whole lot more money that's not within your budget. Um, and so it also comes with several resources that they can download.

Jessica 30:05

That's amazing. I think I'm gonna be signing up as well, so, um, perfect. Well thank you so much for having this conversation. I found it very valuable and, um. And again, I think that the, the, the whole idea of being clarity driven and trying to, um, really nail down that, that communication is just so beneficial, especially when it comes to building that data culture. So thanks so much Casey.

Casey Watts 30:31

Yeah. Thank you for having me.