When numbers become people, learners thrive Waves of data–indigestible, dehumanized, and disaggregated–are crashing into the education system every day, driving you to distraction. But imagine a world where you’re not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student. Sharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find  • A fresh look at data to incorporate new learning  • Updated case studies, figures, and vignettes  • Insights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work?  • An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking  • Tools for committing to “equity and excellence” FACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you:  ◦ Increase learners’ growth and achievement  ◦ improve engagement that results in students, teacher and leader empowerment  ◦ build cultures of learning  ◦ drive a learning environment of continuous improvement

Ownership—Of All the FACES : A Focus on Equity and Excellence

Ownership—Of All the FACES

Our culminating task is to represent all our research and the many hundreds of participants in our work across the globe in a single, reflective question: Who “owns” the FACES? We begin with a case study that scrutinizes that question from a nation’s point of view. You may also be interested in an earlier case study centered on The Australian Capital Territory (ACT)—see QR Code 6.1.

QR Code 6.1: Australian Capital Territory Case Study

A National Case Study: Wales

Education in Wales: Our National Mission (ADDYSG CYMRU, 2017) outlines that in November 2016, the OECD recognized the noticeable shift that had taken place in Wales’ approach to school improvement—away from piecemeal and short-term ...

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