Data Analysis Education

Data Analysis Education-46
When knowledge is used sensitively and humanely to enable the school to continually improve, schools are becoming—as business guru Peter Senge envisioned—true learning organizations. This time must be held sacred for data dialogues and not used for other purposes. The most productive data-driven teams follow established analysis protocols and enforce clear procedural and relationship norms.The Center for Leadership in Education at Maryland’s Towson University, where I work, has developed the Classroom-Focused Improvement Process, an inquiry-based protocol for classroom teachers to use to analyze the results of district benchmarks and ongoing classroom assessments.

When knowledge is used sensitively and humanely to enable the school to continually improve, schools are becoming—as business guru Peter Senge envisioned—true learning organizations. This time must be held sacred for data dialogues and not used for other purposes. The most productive data-driven teams follow established analysis protocols and enforce clear procedural and relationship norms.The Center for Leadership in Education at Maryland’s Towson University, where I work, has developed the Classroom-Focused Improvement Process, an inquiry-based protocol for classroom teachers to use to analyze the results of district benchmarks and ongoing classroom assessments.

For over 20 years, I’ve been a data coach for hundreds of teachers, first as a top-level official in two Maryland school districts and now on the faculty of a university leadership center.

I’ve had mountain-top experiences with school teams whose members really get what it means to use data to inform their instruction, and I’ve led sessions that were disasters. Data are ways of expressing ideas, such as in numbers, sounds, and images, and they have very little value and usefulness in and of themselves.

These collaborative dialogues result in identifying classwide patterns of strengths and weaknesses for possible reteaching, students ready for enrichment and those needing interventions and what the focus of those interventions should be, and plans for improving instruction in the next unit. ” These questions are the focus of the Classroom-Focused Improvement Process. If educators are going to have a significant, long-term impact on student achievement, we must change the nature of the ongoing work of the adults in a school.

The protocol is being used successfully by teams throughout Maryland. The most important questions in data analyses are not “What did the students score? ” The most important questions are: “What do the students know? We have achieved maximum impact from using student interventions as the primary improvement strategy.

Using the right data, in the right way, can help institutions and leaders keep up with this ongoing challenge.

Data analysis consolidates information to provide the big picture of trends and patterns for higher education leadership teams that can be used to evaluate and streamline processes, create efficiencies, and improve the overall student experience.

But many schools are still drowning in data and information.

The real breakthrough in increasing student achievement is to transform information into knowledge.

Analysis is the detailed examination of the elements or structure of an object or a process, in order to identify patterns, trends, issues, causes, key factors and possible consequences.

Data analysis for monitoring EFA is carried out using available data, indicators and other relevant information.

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