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
Chapter 5: Using Data for Continuous Improvement13: 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 ...