Background: Across the recent research on school leadership, leadership for learning has emerged ... more Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgrou...
Reports on a study of how one district\u27s program design team approached implementing a reform ... more Reports on a study of how one district\u27s program design team approached implementing a reform program to provide district-wide student performance data; attention was given to attaining design process coherence as well as instructional program coherence
health.... The list goes on and on. But will computers change the way we learn? We answer: Yes. C... more health.... The list goes on and on. But will computers change the way we learn? We answer: Yes. Computers are already changing the way we learn—and if you want to understand how, look at video games. Look at video games, not because the games that are currently available are going to replace schools as we know them any time soon, but because they give a glimpse of how we might create new and more powerful ways to learn in schools, communities, and workplaces—new ways to learn for a new information age. Look at video games because, although they are wildly popular with adolescents and young adults, they are more than just toys. Look at video games because they create new social and cultural worlds: worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. We want to be clear from the start that video games are no panacea. Like books and movies, they can be used in antisocial ways. Games are inherently si...
The recent press for high-stakes accountability has challenged school leaders to use data to guid... more The recent press for high-stakes accountability has challenged school leaders to use data to guide the practices of teaching and learning. This article considers how local school leaders build data-driven instructional systems to systematically improve student learning. Such systems are presented as a framework involving data acquisition, data reflection, program alignment and integration, program design, formative feedback, and test preparation. The article reviews data collected in a yearlong study of four schools to describe how leaders structure opportunities to engage in data-driven decision making.
Abstract: Formative feedback systems live at the heart of systemic school improvement efforts. Wi... more Abstract: Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school leaders and teachers fly blind in their efforts to link what they expect to what ...
Objective: We present findings from the initial phase of our collaborative design process to buil... more Objective: We present findings from the initial phase of our collaborative design process to build handheld, formative assessment tools for teachers. Specifically we report on 1) a survey of the variety of teacher-level data collection processes in the school, and 2) the early tool-prototyping process. Background: Prior work demonstrated the important role played by formative feedback systems. The study also revealed that school data systems have at least two levels: a district-sponsored, technologically-complex summative system and a distributed, fragmented teacher-driven formative system with information rarely exchanged across these levels and a lack of formative assessment tools for teachers. Methods: Via a Design-Based Research process we collaborated with 13 elementary school teachers, leaders, and staff. We examined district-level summative data systems as well as teacher-level data collection practices and tools and iteratively designed handheld formative assessment tools. R...
Background: Across the recent research on school leadership, leadership for learning has emerged ... more Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgrou...
Reports on a study of how one district\u27s program design team approached implementing a reform ... more Reports on a study of how one district\u27s program design team approached implementing a reform program to provide district-wide student performance data; attention was given to attaining design process coherence as well as instructional program coherence
health.... The list goes on and on. But will computers change the way we learn? We answer: Yes. C... more health.... The list goes on and on. But will computers change the way we learn? We answer: Yes. Computers are already changing the way we learn—and if you want to understand how, look at video games. Look at video games, not because the games that are currently available are going to replace schools as we know them any time soon, but because they give a glimpse of how we might create new and more powerful ways to learn in schools, communities, and workplaces—new ways to learn for a new information age. Look at video games because, although they are wildly popular with adolescents and young adults, they are more than just toys. Look at video games because they create new social and cultural worlds: worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. We want to be clear from the start that video games are no panacea. Like books and movies, they can be used in antisocial ways. Games are inherently si...
The recent press for high-stakes accountability has challenged school leaders to use data to guid... more The recent press for high-stakes accountability has challenged school leaders to use data to guide the practices of teaching and learning. This article considers how local school leaders build data-driven instructional systems to systematically improve student learning. Such systems are presented as a framework involving data acquisition, data reflection, program alignment and integration, program design, formative feedback, and test preparation. The article reviews data collected in a yearlong study of four schools to describe how leaders structure opportunities to engage in data-driven decision making.
Abstract: Formative feedback systems live at the heart of systemic school improvement efforts. Wi... more Abstract: Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school leaders and teachers fly blind in their efforts to link what they expect to what ...
Objective: We present findings from the initial phase of our collaborative design process to buil... more Objective: We present findings from the initial phase of our collaborative design process to build handheld, formative assessment tools for teachers. Specifically we report on 1) a survey of the variety of teacher-level data collection processes in the school, and 2) the early tool-prototyping process. Background: Prior work demonstrated the important role played by formative feedback systems. The study also revealed that school data systems have at least two levels: a district-sponsored, technologically-complex summative system and a distributed, fragmented teacher-driven formative system with information rarely exchanged across these levels and a lack of formative assessment tools for teachers. Methods: Via a Design-Based Research process we collaborated with 13 elementary school teachers, leaders, and staff. We examined district-level summative data systems as well as teacher-level data collection practices and tools and iteratively designed handheld formative assessment tools. R...
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