Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools’ abilities to capture teachers’ knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate. This revised and expanded edition captures the learning that has emerged in integrating the Data Wise process into school practice and brings the book up-to-date with recent developments in education and technology including: The shift to the Common Core State Standards. New material on the “ACE Habits of Mind”: practices that prioritize Action, Collaboration, and Evidence as part of transforming school culture. A new chapter on “How We Improve,” based on experiences implementing Data Wise and to address two common questions: “Where do I start?” and “How long will it take?” Other revisions take into account changes in the roles of school data teams and instructional leadership teams in guiding the inquiry process. The authors have also updated exhibits, examples, and terminology throughout and have added new protocols and resources.

Using Data for Continuous Improvement in Educator Preparation provides case studies that illuminate and contextualize the ways in which educator preparation programs determine the data they need to improve, collect data, analyze data, share data with stakeholders, and close the loop by making focused improvements based on the data. Educator preparation programs operate in a wide range of contexts that have different requirements (e.g., state-mandated measures), different affordances, and different needs. This text focuses on not only the stories of how data is collected, analyzed, and used for improvement, but also on how stakeholders are impacted by the continuous improvement process. In the editors’ work with accreditation and educator preparation program evaluation, they noticed a variety of approaches to collecting, analyzing, and using data for program improvement. Often this intense work with data goes unnoticed and unappreciated because it is done in the service of accreditation that, once completed, does not reach an audience outside of the institution and the accreditation agency. Using Data for Continuous Improvement in Educator Preparation solves this problem by shedding light on this important work. This volume inaugurates the AAQEP Program Evaluation in Education Series. Perfect for courses such as: Methods of Program Evaluation; Teacher Education; Improvement Science

This volume provides a synthesis of protocols, and strategies to support assessment leaders in effectively using data for educator preparation program improvement. Data-informed decision-making has become increasingly important in quality assurance for both internal and external audiences, yet there are scant resources to guide those charged with managing the development and application of data for monitoring and improving the quality of their programs. Until this work, there has been little explication of how assessment directors working in educator preparation should conceptualize, organize, and implement best practices in data collection, analysis, interpretation, and sharing. As state and national expectations for evidence of quality are growing, it is essential to chronicle the collective wisdom of assessment leaders in education preparation in one manuscript. For both novice and experienced assessment directors, this volume offers insightful perspectives and excellent strategies to facilitate the journey from complying with external expectations to strategically using data and evidence to achieve goals, leveraging assessment to achieve socially just outcomes, involving multiple voices and interpreters, and opening windows to further inquiry. The editors have gathered experts in all phases of the assessment process and organized their work in an easy-to-follow manner. This work provides both conceptual underpinnings of educator preparation quality assurance as well as practical lessons learned that will support the transformation of an assessment professional into an assessment leader. ENSORSEMENTS "Finally, a book that shows what we can learn from accreditation, collectively. The strength of the volume lies in the concrete examples of evaluation and improvement that are woven throughout the chapters. Effectively Using Data for Educator Preparation Improvement is a welcome addition to the small but growing body of useful literature related to quality assurance work in the field." Mark LaCelle-Peterson, Ed.D. President and CEO Association for Advancing Quality in Educator Preparation "The volume Effectively Using Data for Educator Preparation Program Improvement provides many examples of how providers collect data and evidence to establish or enhance quality assurance. The publication will be of value to any provider seeking to enhance quality and improve their programs. The publication is particularly timely given many state efforts to increase enrollments and diversity which have resulted in lowered standards. Having measures and evidence of quality provide a necessary counter balance to these efforts." Christopher Koch, Ed.D. President Council for the Accreditation of Educator Preparation "Effectively Using Data for Educator Preparation Program Improvement assists educators in data-informed research and practice to improve programs, diversify the profession, and ensure that our teacher candidates are “profession-ready.” Written predominantly for the assessment director—or leaders as the editors posit, this volume goes beyond that goal to add a valuable resource for all of us who care about the field of educator preparation. I highly recommend this book to the field as we work together to elevate the teaching profession." Lynn M. Gangone, Ed.D. President & CEO American Association of Colleges for Teacher Education

Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.

"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.

This book addresses the issue of data use in educator preparation programs towards continuous programmatic improvement. With an aim to increase the rigor in both research and practice in educational administration and teacher education, this volume will analyze the longstanding quality concerns about teacher and leadership preparation and standards for programs and educators, as well as controversies concerning national accreditation and federal efforts to mandate program reporting data. By exploring the policies and practices that influence departments of education, this volume examines the increasing pressures to improve institutional functioning, within a complex system of university, state, and national structures and organizations.

"A collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. Readers will see how the work carried out in "high data use" teacher education programs strengthened local program identity and coherence"--

Data Analysis for Continuous School Improvement provides a new definition of school improvement, away from a singular focus on compliance, toward a true commitment to excellence. This book is a call to action. It is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher and learning for every student through the comprehensive use of data. A culmination of over 30 years of doing the hard work in schools and districts both nationally and internationally, Data Analysis for Continuous School Improvement shares new, evidence-based learnings about how to analyze, report, communicate, and use multiple measures of data. The updated edition provides a wealth of tools, protocols, timelines, examples, and strategies that will help schools and districts become genuine learning organizations.

Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.

This volume brings together experts on various aspects of education to address many of the emerging issues and problems that affect how data are being used or misused in educational contexts. Readers will learn about the importance of using data effectively, responsibly, and ethically to fully understand how cognitive fallacies occur and how they impact decisionmaking. They will understand how codes of ethics deal with the use of data within education as well as in other disciplines. Chapters provide a landscape view of the regulations that pertain to data use and policies that have emerged, including the impact of accountability on data use and data ethics. The text covers data ethics in local education agencies, professional development, educator preparation, testing programs, and educational technology. Chapter authors recommend steps to improve awareness among educators, stakeholders, and other interested groups and suggest actions that can be taken to enhance educators’ capacity to use data responsibly. A final use case chapter describes the importance of data ethics in terms of equity in schools and includes salient examples of ethical dilemmas, with questions and reflections on how ethics and equity apply to each situation. The conclusion addresses data ethics in terms of professionalism and poses several recommendations to challenge educators in ways to raise awareness of and integrate data ethics into educational practice. Book Features: Discusses how accountability affects effective data, including the pressure on schools and districts to perform better on test scores or other indicators. Outlines ten recommendations for how professional development can incorporate data ethics in practice.Reviews the expectations and realities of preparing educators for data literacy, including an example of one teacher education program’s integrated, curriculum-wide approach. Considers the role of testing companies in ethical data use, including issues around equity in assessment data.Explores how educational technologies, platforms, and applications impact data use. Contributors: Wayne Camara, Michelle Croft, Amanda Datnow, Chris Dede, Edward Dieterle, Sherman Dorn, Paul Gibbs, Edith S. Gummer, Beth Holland, Taryn A. Hochleitner, Jo Beth Jimerson, Marie Lockton, Ellen B. Mandinach, Sharon L. Nichols, Diana Nunnaley, Brennan McMahon Parton, Amelia Vance, Alina von Davier, Casey Waughn, Haley Weddle