Harnessing Formative Data for K-12 Leaders prepares school and district leaders to re-evaluate how real-time formative data can inform policy, planning, and professional development.
Harnessing Formative Data for K-12 Leaders prepares school and district leaders to re-evaluate how real-time formative data can inform policy, planning, and professional development.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Stepan Mekhitarian is Director of Innovation, Instruction, Assessment & Accountability at Glendale Unified School District, California.
Inhaltsangabe
Foreword by Jason Green and Tiffany Wycoff Preface Acknowledgements About the Author Part I: The Need to Reevaluate How We Use Data in Our Organizations Introduction: Changing Data Considerations * Advancements in Technology Changing Formative Data Use * Loss of Consistent Summative Data from Previous Academic Years * Concerns about Data Reliability Due to Limited Measures Chapter 1: Your Organizations Vision and Beliefs * Assessing Your Organization s Vision * Reflecting on Your Beliefs About Student Learning and Your Role * Where Formative Data Fits In * Key Takeaways Chapter 2: The Impact of Formative Data on Student Success * Formative Data Fosters Educators Growth Mindset * Formative Data Informs Planning and Focus Areas * Formative Data Facilitates Differentiation and Promotes Equity * Key Takeaways Part II: Effective Formative Data Use for Leaders Chapter 3: Effective Formative Data Use to Drive Organizational Change * How Actionable is the Data You Are Gathering? * How Timely is the Data You Are Gathering? * How Much Data Do You Need? * How much time will it take to collect the data and will you be able to address all the data you collect? * List data points to inform progress on: * Key Takeaways Chapter 4: Using Instructional Technology to Effectively Address Formative Data * Using your SIS, Excel and Instructional Technology such as Illuminate to Efficiently Gather Formative Data * Identifying and Addressing Validation Concerns to Ensure Broader Impact * Implementing a Collaborative Plan-Do-Study-Act Cycle to Address Data * Key Takeaways Chapter 5: Analyzing Formative Data Collaboratively to Identify and Celebrate Best Practices * PLCs using the PDSA cycle * Peer Observations in-person and virtual * Professional Development linked to formative data page * Including a wide variety of departments to maximize perspective and expertise * Key Takeaways Chapter 6: Building a Data-Driven Culture of Innovation * Re-envisioning Professional Development on Formative Data for All Educators * Reflecting on the Focus on Summative and Formative Data * Fostering a Data-Driven Organizational Culture Conclusion References Index
Foreword by Jason Green and Tiffany Wycoff Preface Acknowledgements About the Author Part I: The Need to Reevaluate How We Use Data in Our Organizations Introduction: Changing Data Considerations * Advancements in Technology Changing Formative Data Use * Loss of Consistent Summative Data from Previous Academic Years * Concerns about Data Reliability Due to Limited Measures Chapter 1: Your Organizations Vision and Beliefs * Assessing Your Organization s Vision * Reflecting on Your Beliefs About Student Learning and Your Role * Where Formative Data Fits In * Key Takeaways Chapter 2: The Impact of Formative Data on Student Success * Formative Data Fosters Educators Growth Mindset * Formative Data Informs Planning and Focus Areas * Formative Data Facilitates Differentiation and Promotes Equity * Key Takeaways Part II: Effective Formative Data Use for Leaders Chapter 3: Effective Formative Data Use to Drive Organizational Change * How Actionable is the Data You Are Gathering? * How Timely is the Data You Are Gathering? * How Much Data Do You Need? * How much time will it take to collect the data and will you be able to address all the data you collect? * List data points to inform progress on: * Key Takeaways Chapter 4: Using Instructional Technology to Effectively Address Formative Data * Using your SIS, Excel and Instructional Technology such as Illuminate to Efficiently Gather Formative Data * Identifying and Addressing Validation Concerns to Ensure Broader Impact * Implementing a Collaborative Plan-Do-Study-Act Cycle to Address Data * Key Takeaways Chapter 5: Analyzing Formative Data Collaboratively to Identify and Celebrate Best Practices * PLCs using the PDSA cycle * Peer Observations in-person and virtual * Professional Development linked to formative data page * Including a wide variety of departments to maximize perspective and expertise * Key Takeaways Chapter 6: Building a Data-Driven Culture of Innovation * Re-envisioning Professional Development on Formative Data for All Educators * Reflecting on the Focus on Summative and Formative Data * Fostering a Data-Driven Organizational Culture Conclusion References Index
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