To prepare:

  • Review the following:
    • Chapter 11 in the course text
    • Chapter 4 in the Bambrick-Santoyo (2010) text
    • The video Data-driven Instruction and Assessment: Bethel School District—Data Influences on Instructional Decisions
    • The video Data-driven Instruction and Assessment: Spotlight on data—Analyzing and Sharing Data and Making Decisions About Next Steps
    • The video Data-driven Instruction and Assessment: Leadership Challenges in a Changing Society

    References:

  • Laureate Education (Producer). (2011k). Data-driven instruction and assessment: Spotlight on data—Analyzing and sharing data and making decisions about next steps [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2011d). Data-driven instruction and assessment: Bethel School District—Data influences on instructional decisions [Video file]. Baltimore, MD: Author.
  • Laureate Education (Producer). (2011h). Data-driven instruction and assessment: Leadership challenges in a changing society [Video file]. Baltimore, MD: Author
  • Bernhardt, V. L. (2016). Data, data everywhere: Bringing all the data together for continuous school improvement (2nd ed.). New York, NY: Routledge.
    • Chapter 11, “Strategies for Teachers: Using Data to Improve Teaching and Learning” (pp. 87–94)

    Consider all types of qualitative information that may impact understanding of existing gaps in quantitative data.

  • Consider the following scenario: As a new CIA district leader, one of your first tasks might be to review quantitative district data on student achievement. There has been a significant drop in reading and writing scores in the district in the past 5 years.
  • Write a discussion post on:
  • Explain the qualitative data you would need to better understand the gaps in student achievement. Include an explanation for how andragogy would be used to work with teachers.
    • Support your recommendations by citing sources in your response.

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