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Driving Change: Putting Data to Use in the Classroom Every Day

Driving Change: Putting Data to Use in the Classroom Every Day. Peter Gorman, Superintendent of Charlotte-Mecklenburg Schools 2006-2011 Donna Lee Mitchell Teacher Leader Effectiveness Unit Delaware Department of Education Susan Huffman Academic Dean

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Driving Change: Putting Data to Use in the Classroom Every Day

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  1. Driving Change: Putting Data to Use in the Classroom Every Day Peter Gorman, Superintendent of Charlotte-Mecklenburg Schools 2006-2011 Donna Lee Mitchell Teacher Leader Effectiveness Unit Delaware Department of Education Susan Huffman Academic Dean Red clay Consolidated School District, Wilmington DE

  2. Every single student in our system will graduate college and career ready, with the freedom to choose his or her life’s course. Dramatically improved classroom instruction Rigorous standards, curriculum, and assessment Effective teachers and leaders Deep support for the lowest-achieving schools Complex Data systems and practices DE Race to the Top Support from the DDOE → LEAs → schools → classrooms Collaboration between educators, communities, and all Delawareans

  3. Data Coach Project Timeline

  4. At a Glance – Project Numbers * 1 CtC Coordinator; 1 Lead Coach; 1 Project Manager

  5. Direct Facilitation Coach the Coach 38% • 62 % of the Schools are implementing Coach the Coach model • Teacher Leaders serve as PLC Facilitators / School Coaches • School Coaches participate in monthly training to use the Taking Action with Data Framework • 38% of the Schools using Direct Facilitation • Wireless Generation Data Coaches facilitate the PLCs 62% Models of Implementation

  6. Six Phases of Skills Progression Understanding Data/Adjusting Whole Class Instruction Progress Monitoring / Introduction to Small Group Differentiation Adjustment and Individualization of Instruction Measuring Effectiveness Using Aggregated Data Action Planning for Subpopulations Transparent Data Culture Methodology

  7. All educators can make a difference with All students Our school becomes a more effective learning environment when we commit to learning about and improving our practices and structures Supporting and helping educators to improve should be a key function of school leadership School-wide collaboration focused on improvement will have a significant impact on teaching and learning Fundamental Assumptions

  8. Collaboration is essential to achieve success for all students and is embedded into the school culture Goal is success for all students Students are guaranteed extra time and support when they struggle with learning essential outcomes (standards) Intervention is provided systematically and in a timely manner Support is proactive rather than reactive Professional development is job embedded Emphasis shifts from “teaching” to “learning” Paradigm Shift

  9. Critical Elements

  10. Common language Universal access to data Flexibility Transparency Value the speed bumps Persistence Accountability and celebration Success Factors

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