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Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

pdonline.ascd.org/...el200405_dufour.html

ascd ctap4data dufour plc student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
  • Anne Bubnic on 04 Sep 08
     
    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

Taking data to new depths [Nancy Love] - 0 views

www.nsdc.org/...love254.cfm

ctap4data nsdc

shared by Anne Bubnic on 05 Jun 08 - Cached
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  • While collaborative inquiry is appropriate for any content area, it is particularly relevant for mathematics and science because the process mirrors for the adults what students experience in our best mathematics and science classrooms. Data teams investigate not scientific phenomena or mathematics problems, but how to improve teaching and learning. They raise questions, examine student learning and other data, test their hypotheses, and share findings with their colleagues.
  • Typically, one or two teachers, one administrator, and one NSF project staff member become data facilitators for a school. They then convene school-based data teams to focus on improving mathematics and science. Sometimes team members are from the mathematics or science department or are existing grade-level teams. Other times, the team is schoolwide.
  • If data facilitators have only one source of data on student learning, they collect additional data such as local assessments or common grade-level and course assessments for the next data facilitator session. The process emphasizes triangulating data, using three different sources of student learning data before identifying the student learning problem. By triangulating, data facilitators guide data teams to test hunches with other data instead of drawing conclusions from a single measure.
  • ...1 more annotation...
  • In their data facilitator workshops, data facilitators use the "go visual" principle, first developed by nonverbal communications expert Michael Grinder (1997). Grinder revealed the power of large, visually vibrant and color-coded displays of data in fostering group ownership and engagement. Data facilitators work with the team on one data report at a time to avoid overload and confusion. For each report, they create a colorful newsprint-sized graph displaying the results and post it on their "data wall." Then they record their observations and inferences on additional pieces of newsprint that they post under their chart. As they work with additional data, they add more graphs and more observations and inferences to their data wall.
  • Anne Bubnic on 05 Jun 08
     
    There's a ton of data being collected. The trick is to know how to use it effectively.
Anne Bubnic

How Should We Measure Student Learning? | Edutopia - 0 views

www.edutopia.org/assessment-introduction

best_practice ctap4data formative_assessment pbl summative assessment

shared by Anne Bubnic on 30 Apr 08 - Cached
  • Anne Bubnic on 30 Apr 08
     
    We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.
Anne Bubnic

The Benefits of Teacher Collaboration [PLC's] - 0 views

www.districtadministration.com/VIEWARTICLE.ASPX

achievement ctap4data plc student

shared by Anne Bubnic on 05 Sep 08 - Cached
  • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
  • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
  • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
  • ...2 more annotations...
  • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
  • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
  • Anne Bubnic on 05 Sep 08
     
    Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Anne Bubnic

Enhancing Student Learning [Rick Stiggins, Jan 2008] - 0 views

www.districtadministration.com/viewarticle.aspx

ctap4data formative_assessment student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Both formative assessment and assessment for learning are intended to provide information early enough in the decision-making process to influence student learning. As traditionally conceived, formative assessment helps teachers group students more effectively and select appropriate instructional interventions. The teacher uses the assessment information. However, the litmus test of an effective assessment for learning is that it informs students about their own learning, helping them focus their learning energies where they are likely to be most effective. So formative assessment enlightens the teacher, while assessment for learning enlightens the student
  • Anne Bubnic on 04 Sep 08
     
    Create profound achievement gains through formative assessments
Anne Bubnic

Student Grouping in a PLC - 2 views

www.allthingsplc.info/wordpress

ctap4data differentiated instruction achievement gap

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    There is a significant difference between differentiated instruction and differentiated curriculum. Tracking is dedicated to the later. Differentiated instruction is not just clustering all students with similar learning needs into one group and providing them with different curriculum, but rather it requires giving students who are struggling to learn the essentials more time, more support, and new learning experiences with different strategies and different structures such as small-group instruction and individual tutoring.
Anne Bubnic

How are Educators Using Data? [MCREL Report] - 0 views

www.mcrel.org/...226

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shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems. The purpose of this technical report is to develop a better understanding of the assessment and accountability practices and policies that educators are implementing in the classrooms, schools, and districts and to examine whether those policies are associated with perceived school and student improvements in achievement.\n\nThe study provides descriptive information about the need for schools and districts to effectively use data, how schools and districts use data to guide classroom practice, and the difference in data use based on the level of student proficiency in individual schools.
Anne Bubnic

Data done right - 0 views

www.dangerouslyirrelevant.org/...data-done-right.html

ctap4data d3m learning_outcomes

shared by Anne Bubnic on 14 Aug 08 - Cached
  • This is the NCLB model. Schools are expected to collect data once a year, slice and dice them in various ways, set some goals based on the analyses, do some things differently, and then wait another whole year to see if their efforts were successful. Somehow, this model is supposed to get schools to 100% proficiency on key learning outcomes.
  • he key difference in this model is an emphasis on ongoing progress monitoring and continuous, useful data flow to teachers
  • Under this approach, schools have good baseline data available to them, which means that the data are useful for diagnostic purposes in the classroom and thus relevant to instruction. The data also are timely, meaning that teachers rarely have to wait more than a few days to get results. In an effective data-driven school, educators also are very clear about what essential instructional outcomes they are trying to achieve (this is actually much rarer than one would suppose) and set both short- and long-term measurable instructional goals from their data.
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  • It is this middle part of the model that often is missing in school organizations. When it is in place and functioning well, schools are much more likely to achieve their short- and long-term instructional goals and students are much more likely to achieve proficiency on accountability-oriented standardized tests. Teachers in schools that have this part of the model mastered rarely, if ever, complain about assessment because the data they are getting are helpful to their classroom practice.
  • When done right, data-driven decision-making is about helping educators make informed decisions to benefit students. It is about helping schools know whether what they are doing is working or not
  • Anne Bubnic on 14 Aug 08
     
    Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement
Anne Bubnic

Case Study: Data Warehousing at Hillsborough County Public Schools - 0 views

www.thejournal.com/22679

best_practice ctap4data

shared by Anne Bubnic on 28 May 08 - Cached
  • Anne Bubnic on 28 May 08
     
    One of the country's largest school districts has found great success in managing student records through a customized data warehousing, reporting, and analytics package. Teachers and administrators are extremely pleased with the tool, which helps them track the large and often transient student populations they serve in rapidly growing Hillsborough County, Florida.
Anne Bubnic

Data-Driven Decision Making - Chicago Public Schools - Best Practices Case Studies - 0 views

3d2know.cosn.org/...chicago_07.html

best_practice ctap4data d3m student_data

shared by Anne Bubnic on 19 May 08 - Cached
  • Anne Bubnic on 19 May 08
     
    With over 420,000 students and more than 600 schools, Chicago Public Schools finds itself in all three stages of data-driven decision making at once: collection, analysis, and action. The master data warehouse is nearly complete and will be rolled out in fall 2007 along with systems for specialized services management, curriculum instruction, and student information. Analysis is handled by the Office of Research and Analysis and published on a dedicated research Web site (http://research.cps.k12.il.us). The Principals Technology Leadership Institute (PTLI) is training principals in the art and science of using data for decision-making within their schools.
Anne Bubnic

Ackerman releases 5-part accountability program | - 0 views

www.philly.com/...rt_accountability_program.html

accountability assessment ctap4data

shared by Anne Bubnic on 14 Aug 08 - Cached
  • The five assessment areas are: student achievement, which could include success on state tests and graduation rates; school operations, which could include teacher vacancies, class sizes and serious incidents; constituent satisfaction, which will look at results of student, parent and teacher surveys; school-selected indicators, which could include the percentage of students passing advanced classes, for example; and extra credit, which would be improvement in areas identified as challenging, such as increasing the number of students in the advanced category on the state's math and reading test.
  • Anne Bubnic on 14 Aug 08
     
    Philadelphia School District Superintendent Arlene Ackerman yesterday unveiled a new accountability system that will go far beyond standardized test scores to determine how well each school and region is performing. Ackerman is the former county superintendent of schools in San Francisco.
Anne Bubnic

Achieving Equity in Assessment - 0 views

www.hightechhigh.org/...equity_in_assessment

assessment ctap4data equity

shared by Anne Bubnic on 13 Aug 08 - Cached
  • Anne Bubnic on 13 Aug 08
     
    Our goal as educators should be to veer from an equal learning experience toward an equitable learning experience. Our job is to make sure all students have a fair, and possibly unequal, learning experience. Ensuring that each student has a fair opportunity to succeed means that one student's path may look very different from another's.
Anne Bubnic

SAT scores nationally unchanged from 2007 [LA Times] - 0 views

www.latimes.com/...at27-2008aug27,0,7621685.story

assessment ctap4data sat

shared by Anne Bubnic on 26 Aug 08 - Cached
  • Anne Bubnic on 26 Aug 08
     
    A record number of students took the college admissions test, of which 40% were minorities. In California, 5% more students than last year took the SAT.
Anne Bubnic

Data Quality Campaign - 0 views

www.apqceducation.org/d3mstudy

ctap4data data_quality

shared by Anne Bubnic on 20 Aug 08 - Cached
  • Anne Bubnic on 20 Aug 08
     
    The momentum behind building high-quality data systems to harvest better information about student, school, and district performance has never been stronger. Although collecting data is essential, knowing how to analyze and apply this information is just as important for meeting the end goal of improving student achievement. The purpose of this study is to identify, quantify, and report on district-level processes that enable effective utilization of data to increase academic achievement at the classroom level.
Anne Bubnic

Leading the Charge for Real-Time Data - 2 views

www.edweek.org/...33dataleader_ep.html

ARRA_education stimulus data_systems

shared by Anne Bubnic on 17 Jun 09 - Cached
  • Anne Bubnic on 17 Jun 09
     
    Well before the idea of using data to manage schools gained prominence on the national stage, Oklahoma's Western Heights school district had made the ideal of real-time, data-driven decisionmaking a reality. Back in 2001, Superintendent Joe Kitchens was already being spotlighted for his focus on creating a longitudinal-data system that would give teachers in the 3,400-student district the ability to make quick decisions to improve student learning, while reducing the time spent compiling reports.
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Buy Edu Emails - - 0 views

buyglobalsmm.com/...buy-edu-emails

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shared by twitteraccounts1 on 10 Sep 23 - No Cached
  • buyglobalsmm321 on 10 Sep 23
     
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Anne Bubnic

Consider the Evidence: Evidence-driven decision-making - 2 views

www.tki.org.nz/...what-evidence_e.php

ctap4data student_achievement perceptions school_processes demographics

shared by Anne Bubnic on 24 Feb 09 - Cached
  • Anne Bubnic on 24 Feb 09
     
    All schools have data about student achievement. To make the most of these data to improve learning, we need to take be aware of many other factors - evidence that describes our students' wider learning environment.
Anne Bubnic

Looking Collaboratively at Student Work: An Essential Toolkit - 0 views

www.essentialschools.org/...57

assessment ctap4data

shared by Anne Bubnic on 27 Aug 08 - Cached
  • Anne Bubnic on 27 Aug 08
     
    Looking closely together at student work can unveil a treasure trove of insights to guide school communities as they reflect on their purpose, assess their progress, and plan strategies for reaching all children better. It's scary work, though, and respectful protocols can help.
Anne Bubnic

Using Classroom Data to Improve Student Achievement - 0 views

www.classroomdata.org

ctap4data dddm dennis_fox student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
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  • Anne Bubnic on 05 Jun 08
     
    Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.
Anne Bubnic

Free tool for Student Technology Assessments - 0 views

www.simpleassessment.com

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shared by Anne Bubnic on 28 Aug 08 - Cached
  • Anne Bubnic on 28 Aug 08
     
    Free Tech Literacy Assessment tool for students in grades K-12, specifically geared toward middle schoolers. who are required to be technology literate by 8th grade.
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