September 19, 2022 - October 24, 2022
8:00 am - 5:00 pm
- Are you and your team working hard and not yet seeing the improvements desired? How do you?
- Are you gathering the right data? What additional data will you collect?
- How will a structured process improve your data conversations with others? How do you move from raw data to targeted goals?
- Are your school goals objectives based or results based? Why does that matter?
- What is the role of PISA and other large-scale assessments?
- What are the best strategies for engaging teachers in a review of school data to inform improvement planning and decision making?
In this module participants will
- examine characteristics of a collaborative school culture in which teachers share responsibility for student learning and school improvement based on student needs and school/ system priorities
- understand terms used in school improvement planning
- distinguish between developing a plan based only on objectives and one based on results
- understand the importance of collecting and analyzing student achievement data, demographic data, intercultural competency data, program data, perceptual data and system data, with teachers
- analyze the role of large scale assessments such as PISA
- understand how to work with teachers using a variety of data to inform decision making, influence the direction in school improvement planning and lead ongoing monitoring and evaluation of school improvement plan
- explore qualitative and quantitative indicators of success and growth with teachers in terms of student achievement and intercultural competency and
- examine structures to engage teachers in the cyclical review of school data and the school’s improvement plan.