Connect data and instruction to improve practice

Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: Assessment; Statistics; Instructional and differentiated psychology; Classroom management

Using Data for Continuous Improvement13: Processes and Structures
Using data for continuous improvement: Processes and Structures

We have touched on many of the components needed to implement and enculturate data-driven decision making in districts, schools, and classrooms in the previous chapters. In this chapter we focus on the processes and structures needed at the school level for data use to inform continuous improvement. We highlight four overarching, but interrelated, components in this chapter: (1) leadership, (2) data coaches, (3) data teams, and (4) the enculturation of data-driven practices. Jimerson and Wayman (2011) proposed additional components: (1) collaboration, (2) workable data systems, (3) time, (4) leadership, (5) triangulation of data, (6) data literacy, (7) shared leadership, and (8) a focus on problems of practice. Leadership involves both ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles