Not exact matches
Technologies to support
data - driven decision - making hold great promise for increasing the effectiveness
of teaching and
learning activities, accelerating student achievement, and improving
organizational performance.
Topics
of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using
data - informed instruction and intentional
organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage
of personalized
learning programs All K - 12 administrators and educators are encouraged to attend.
They were Principal Self - Rating on Shared Leadership Skills, Principal Self - Rating on Improvement Planning Focus, Principal Rating
of District School Improvement Focus, Principal Rating
of District Shared Leadership Skills, District Policies to Support
Organizational Learning, and District Focus on
Data - Based Decision Making (see Table C1.6.2 in Appendix C).
In Monroe County, Georgia, for example, the locally developed dashboard includes
data on
organizational effectiveness (including new teacher retentions, facilities quality, and internet access); student, staff, and community engagement (including the number
of business partners, staff attendance, and music performances); professional
learning; and student performance on a range
of measures.
Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditi
Data sources include limited comparison and trend
data about student learning, instruction, the effectiveness of programs, and organizational conditi
data about student
learning, instruction, the effectiveness
of programs, and
organizational conditions.
Indicator 5.5 — Professional and support staff continuously collect, analyze, and apply
learning from a range
of data sources, including comparison and trend
data about student
learning, instruction, program evaluation, and
organizational conditions.
She provides dynamic professional development in the areas
of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars,
Data Driven Decision Making,
Data Teams,
Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to
Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and Common Core.
● Six years
of experience in educational leadership with a track record
of student achievement results ● Strong understanding
of progressive pedagogy ● Demonstrated experience leading highly effective professional
learning for teachers and / or leaders around instructional best practices ● Ability to use
data to inform practice, with a clear understanding
of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong
organizational skills and attention to detail ● Master's degree
Outcomes also include marked strengthening
of district capacities in
data, research, instructional support,
organizational development, professional development, fundraising and corporate involvement, as well as extensive improvements in teaching and
learning conditions,
organizational support and alignment, school planning, and human resource practices.
The series focused on methods
of training new teachers in three specific teaching high - leverage practices: leading a whole class discussion, using
data to inform instruction, and implementing
organizational routines, procedures, and strategies to support a
learning environment.
Functions The teacher leader: a) Increases the capacity
of colleagues to identify and use multiple assessment tools aligned to state and local standards; b) Collaborates with colleagues in the design, implementation, scoring, and interpretation
of student
data to improve educational practice and student
learning; c) Creates a climate
of trust and critical reflection in order to engage colleagues in challenging conversations about student
learning data that lead to solutions to identified issues; and d) Works with colleagues to use assessment and
data findings to promote changes in instructional practices or
organizational structures to improve student
learning.