This webinar—the first in a two-part series—examines how to use data effectively in the rural school setting for continuous improvement at the school, classroom, and student levels.
School and district personnel, especially from rural schools, but all are welcome to attend
REL Southwest, SEDL
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- Video Clip 1: Harvard Park Elementary K–5, Springfield, Illinois (view 1:44–2:22), from POV - The Principal Story, PBS | Transcript
- Video Clip 2: A Principal and a Teacher Talk About Data, Bernie Rhinerson | Transcript
Handouts and Resources
- Data Pyramid Planning Document (2012)
- TERC’s Using Data Initiative: Data Readiness Assessment
- IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making
- Using Data to Inform Practice: Effective Principal Leadership Strategies, Wayman, Spring, Lemke, & Lehr (2012).
View the archived resources for Part II of this series.
What is a data literate culture, and what does it look like in everyday practice for educators? What does research tell us about best practices in data use, and which practices are best for rural schools and districts?
This webinar explores how to foster a culture of data use at the school, classroom, and student levels, with a focus on the rural school setting. Presenters Ellen Mandinach, Ph.D., and Diana Nunnaley share their extensive expertise as they explain the systemic nature of implementing and embedding data use in day-to-day practice. Participants will learn about practices and tools to help schools and teachers gauge their current level of data use, understand what they can learn from data, apply data effectively, and ensure the components neccesary to support data use, including leadership, vision, technology, professional development, and data coaches and teams.
- Understand key aspects of effective data use based on research and best practice evidence
- Gain familiarity with benefits and opportunities of effective data use as well as challenges and strategies for addressing them
- Begin to develop a culture of effective and responsible data use in your local context
The following peer-reviewed articles and publications provide the basis for the presentations.
Institute of Education Sciences (IES) practice guide:
- Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. C. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Publications and peer-reviewed articles:
- Datnow, A., & Park, V. (2104). Data-driven leadership. San Francisco, CA: Jossey-Bass.
- Love, N., Stiles, K. E., Mundry S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin Press.
- Mandinach, E. B., & Jackson, S. (2012). Transforming teaching and learning through data-driven decision making. Thousand Oaks, CA: Corwin Press.
- Wayman, J. C. (2005). Involving teachers in data-driven decision-making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed At Risk, 10 (3), 295–308.
- Wayman, J. C., Cho, V., Jimerson, J. B., & Spikes, D. D. (2012). District-wide effects on data use in the classroom. Education Policy Analysis Archives, (20) 25.
- Wayman, J. C., Spring, S. D., Lemke, M. A., & Lehr, M. D. (2012). Using Data to Inform Practice: Effective Principal Leadership Strategies. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.