The Heart of a Servant Leader in Practice (Part 2 of 2)

The "heart of a servant leader," a concept I explored in my last post, is far from a mere abstraction. In my work as Director of Assessment and Accreditation, it is a practical, daily commitment, particularly within the critical area of guiding teams in the ethical application of data.

In the hands of a servant leader, data can be a powerful tool for transformation, but as Nobel laureate Ronald Coase wisely noted, “If you torture the data long enough, it will confess to anything” (Learn Statistics Easily, 2024). Data itself is neither good nor bad, but its value and integrity are entirely dependent on how we handle it. A poorly designed assessment, improper data collection, inconsistent handling of data, and inappropriate interpretation will produce bad results, which no amount of good analysis can cure. This post will outline a rigorous, multi-step process for ethically designing assessments, collecting, analyzing, and acting upon data to ensure accuracy, fairness, and, ultimately, enhanced student experiences and program quality.

Phase 1: Designing Assessments with Humility and Fidelity

The design phase of any assessment process requires fidelity and patience, but above all, it requires humility. Before a single question is written, my first step is to set aside what I think I know and instead take on the posture of a servant and a learner. It’s my job to listen and to truly understand what our program leaders need to know. Only after I understand the assignment can I make suggestions for the best way to gather the information. Information gathering can take many forms, from mining existing data to creating a new survey or conducting focus groups. Only after the information-gathering method is agreed upon can the design phase truly begin. This is a collaborative effort, and it’s a process that shouldn't be rushed.

Designing questions and rubrics is an art form in itself. When crafted with proper care, a good instrument is like handing a microphone to our students, faculty, or community partners. Conversely, questions that are vague or improperly formatted muffle or even silence those voices. Similarly, a well-crafted rubric will ensure accurate and actionable results. Taking the time to develop a rubric that accurately assesses the program learning outcome ensures that the assessment will yield results that we can easily translate into program improvements. I have found this process to be both evolving and iterative. Going back to the drawing board isn’t a mark of failure but a sign of growth—a humbling but rewarding lesson that teaches me to serve, not just to collect data.

Phase 2: Deploying Assessments and Collecting Data with Care

Even a perfectly designed assessment can be compromised by a flawed deployment or data collection.. We've learned that careful planning is essential, as the integrity of our data, and our ability to serve our community, hinges on the details. This is where my vocation to be an educator comes into play—it's what drives me to be meticulous. If , for example, I am conducting an artifact review for an APLO report, I need to determine how many artifacts to assess, where they are coming from, and how I will ensure anonymity. I have to carefully prepare the artifacts for the reviewers, calibrate reviewers, collect the scores and ensure that reviewer scores are aligned, inputting the scores into a spreadsheet and assuring that all data is accurately recorded. If I am deploying a survey, I have to determine who the survey is going to, how to deploy the survey, and how long to keep the survey open. While these seem like simple details, they all have the potential to skew the results if not handled carefully. Details matter. Any carelessness in these steps can lead to skewed and invalidated results, undermining the very purpose of our work. It is in this phase that I am reminded that my mission to serve is expressed through patience and precision, ensuring the integrity of the data and the honesty of our findings.

Phase 3: Cleaning and Packaging Data for Accessibility and Storytelling

Once data is collected, a vital but often unseen phase begins: cleaning and packaging. Data cleaning is the meticulous, behind-the-scenes work of identifying and correcting errors, duplicates, and inconsistencies, ensuring that every tally and formula is accurate. It's a testament to the fact that fidelity to the data is as important as the design of the assessment itself. For me, this is where my vocation as an educator shines, as I'm committed to ensuring the information we use is trustworthy.

After the data is clean, the real artistry begins. We "package" the data for review, transforming what might otherwise be just numbers on a page into voices and stories. Our goal is accessibility for all team members, regardless of their processing style. We use a variety of methods—charts, tables, narratives, and thoughtful design elements—to ensure the data is not only accurate but also meaningful. This phase requires attention to detail and compassion, as we strive to make the data a tool for genuine understanding and not a barrier. My goal is to make sure that every person on the team can hear the story the data is telling.

Phase 4: Sharing Data and "Closing the Loop" for Continuous Improvement

The diligent work in designing, collecting, cleaning, and packaging data is ultimately worthless if teams don't analyze it and make decisions for program or process improvements. For us, the process of "Closing the Loop" begins immediately after data packaging. Closing the Loop is the essential final step where we take the insights from our analysis and use them to inform concrete improvements, creating a continuous cycle of growth. If I have done my job well, it is at this point that the data gets to sing and tell their stories. My role in this critical phase is not as an analyst, but as a guide. I share the packaged data, encouraging critical questioning and helping teams draw accurate inferences. If discussions begin to deviate from the evidence, I gently steer them back to the data. In this phase my role is to ensure our decisions are not based on assumptions but on honest, accurate information.

This phase, though collaborative, often requires courage, especially when the data reveals hard-to-swallow truths about existing practices. Once insights are gleaned, we propose concrete "Closing the Loop" activities, specifying who will implement them and within what timeline. The final step involves implementing these activities and planning to assess their effectiveness, acknowledging that true improvement is often a long-term, ongoing cycle.

Conclusion: Precision, Purpose, and Transformation

To some, my role as Director of Assessment and Accreditation may appear impersonal and mechanical, primarily focused on numbers and processes. However, my work is anything but that. For me it is a deeply personal and purposeful endeavor, profoundly connected to the vocation, mission, and vision established for me, being lived out in part as a member of a team dedicated to preparing servant leaders who transform lives. Thus, while precision and attention to detail are a must, my role transcends mere administration; it is a vital, deeply engaged contribution to the transformational work of the School of Education.

My journey in the world of education, though it veered from my initial youthful plans, has been consistently guided by a vocation the Lord placed on my heart to be an educator. This sense of calling imbues my current administrative role with purpose. Furthermore, my daily work serves as a tangible expression of my personal mission: to let the Lord’s light shine through me, bearing His image. This mission aligns seamlessly with our School of Education's vision to "prepare servant leaders who transform lives,” and my role directly contributes to this cause. The perceived mechanical nature of my role is countered by the profound human element inherent in every stage of the process. In this seemingly technical role of assessment and data analysis, I've discovered the perfect expression of servant leadership—where precision meets purpose, and where my unexpected journey has led me to transform lives not from the front of a classroom as I once imagined, but through systems and processes that honor every voice and elevate the educational experience for all.

About the Author

Barbara Howard, Ed.D. is an Associate Professor of Education and the Director of Assessment and Accreditation for the School of Education at Concordia University Irvine. She began her career in higher education in 1986, working as an academic advisor to adult degree completion students. During her nearly 40-year career, she has had the privilege of serving hundreds of students at four institutions in a variety of roles, including advisor, instructor, dissertation committee chair, and cheerleader. Barbara has been serving at Concordia since 2004 and if the Lord is willing, plans to work there until she retires.