Teacher leader uses data to identify and communicate areas where other educators can shift their practice to maximize student improvement.
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Data-driven decision-making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009), indicating that federal education officials seek to ensure that data and evidence are used to inform policy and practice. This article describes the emergence of data-driven decision-making as a topic of interest, some of the challenges to and opportunities for data use, and how the principles of educational psychology can and must be used to inform how educators are using data and the examination of its impact on educational practice.
This article considers how local school leaders build data-driven instructional systems to systematically improve student learning. Such systems are presented as a framework involving data acquisition, data reflection, program alignment and integration, program design, formative feedback, and test preparation. This article reviews data collected in a yearlong study of four schools to describe how leaders structure opportunities to engage in data-driven decision-making.
This article presents initial findings of a case study focusing on data use in five low-performing urban high schools undergoing comprehensive school-wide reform. Study findings point to several key factors that have an impact on data use in the study sites: the quality and accuracy of available data, staff access to timely data, the capacity for data disaggregation, the collaborative use of data organized around a clear set of questions, and leadership structures that support school-wide use of data. The findings build on current literature and also contribute new knowledge of the key roles played by a data team and a data coach in fostering effective data use in high school reform.
To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
Please submit several artifacts that were created while meeting with another educator or educators to plan instruction based on data (such as links to writing, audio, images, video, or other products) including such items as:
Provide a reflection on what you learned using the following questions as guidance:
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)