Data for Student Success Examining Student Work to Inform Instruction. “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”. Investigating Module: Examining Student Work to Inform Instruction.
Data for Student Success Examining Student Work to Inform Instruction
“It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”
You can’t “guarantee” what you don’t monitor
Moving to the student level…
Based on this information –
“Teachers have lately been required to conduct exhaustive, student-by-student reading assessments that can take days to conduct. But few are told how to use their results. We never encountered a single case where teachers used these assessment results to adjust or improve instruction; they used them to group or regroup students.” – Mike Schmoker
Summative – Assessment of learning
Formative - Assessment for learning
How does this apply to a classroom?
What do administrators and leadership teams need to know and be able to do as a result of this module?
Where are your LEAs in this first step of data analysis?
Think about what you will need to put in place to support them.
The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.
DuFour and Eaker, 1998
Teams of teachers evaluate the effectiveness of instruction and curriculum by establishing student achievement goals. Teacher teams discuss previous years’ trend data and examine specific areas of program weakness. Achievement goals can focus on reducing failure rates, increasing access to rigorous curricula, increasing the percent of students attending college, and improving student performance on district and state exams.
Shared mission, vision and values
Action orientation and experimentation
Is the collaborative team,on which members work interdependentlyto achieve a common goal for which each team member is mutually accountable.
Because we must change…
Every enterprise has to become a learning institution and a teaching institution. Organizations that build in continuous learning in jobs will dominate the twenty-first century. Drucker
Because we must change…
Toxic Laissez-faire Congenial Collaborative Accountable
Toxic – All about the teacher, adults not nice to one another or to the students
Laissez-faire – Teacher centered, autonomous, individual contractors
Congenial – Counterfeit, confuse niceness w/collaborative, focus not on kids
Collaborative – Have structures and skills in working together for improved student achievement
Accountable – Able to acknowledge and deal with difficult data effectively;
Move beyond familiar solutions and approaches; Let go of instructional practices that do not work; Call one another on unmet expectations or violated norms. Source: Skillful Leader II, Warnock presentation
Those who undertake a 2nd Order Change - such as transforming their schools into Professional Learning Communities must realize that change is difficult but not impossible. Anxiety, discomfort and conflict will accompany 2nd Order Change initiatives.
First Order Change:
Extension of past
Within existing paradigms
Consistent w/ current norms, values
Implemented w/ current knowledge, skills
Implemented by experts
Second Order Change:
Break w/ past
Outside existing paradigms
Conflicts w/ current norms, values
Requires new knowledge, skills
Implemented by stakeholders