“Don’t be buffaloed by experts and elites. Experts often possess more data than judgment.” – Colin Powell
In chapter nine, Lopez suggests that for data-driven decisions to be made, school leaders must make data easily accessible as well as openly shared. Consider this as you respond to the discussion.
Initial Post: Address each of the discussion points beginning with a description of any classroom and/or assessment experience you may have. If you do not have direct classroom experience, you may respond to these questions based on your own understanding of what occurs in your own children’s school, or a professional or volunteer position you’ve held outside of a school setting.
What are the common reasons why staff members keep their data private from each other? In what ways might you break down these barriers?
For those with classroom and assessment experience, describe how easily accessible, openly shared, and deliberately arranged are your data today?
For those without such experience, discuss the importance of the 3 pillars of data management and how you intend to apply this to your anticipated practice.
What will you do to make your system for data management exceptional?
Required Resources
Text
Lopez, D. (2013). No excuses university: How six exceptional systems are revolutionizing our schools (2nd ed.). Turnaround Schools Publications.
Chapter 8: Assessment (p. 94)
This chapter addresses the “bureaucracy of assessment” and how to best use the leadership team to create components of the assessment plan.
Chapter 9: Data management (p. 108)
This chapter addresses the importance of collecting data and utilizing it to make data-driven academic decisions. . It addresses sharing, accessibility and the arrangement of data for academic success.
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots (2nd ed.).
Chapter 11: Assessment for Learning
This chapter introduces the role of assessment in the classroom and explores the difference between assessment of learning and assessment for learning.
Chapter 12: Using Data to Drive Instruction
This chapter discusses data-driven decision making, the components that make the process successful and analyzes a variety of the data-driven models, including how technology tools can assist in predicting student performance and making the work of the teacher easier.
Recommended Resources
Article
Marzano, R. J. & Pickering, D. J. (2007). The case for and against homework Educational Leadership, 64(6), 74-79.
This article discusses the issue around homework and how it needs to be improved and add value to instruction.
Stiggins, R., & Chappuis, J. (2006). What a difference a word makes a word makes: Assessment for learning rather than assessment of learning helps students succeed Journal of Staff Development, 27(1), 10-14.
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