• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
2002 it in educational management organic school info-systems-decision making at the school level

2002 it in educational management organic school info-systems-decision making at the school level






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    2002 it in educational management organic school info-systems-decision making at the school level 2002 it in educational management organic school info-systems-decision making at the school level Presentation Transcript

    • Organic School Info-Systems:Decision Making at the School Level Christopher A. Thorn University of Wisconsin-Madison Wisconsin Center for Education Research
    • The School Improvement Planning Process and Decision Support Much my work has been split between district technology and research staff and schools working on SIP projects. School Improvement Plans have been the justification for our efforts, but rarely seem to play an important role in improvement. Is it possible to get inside the improvement process and see why this is failing?
    • What do teachers say about the utility of more data?“ We need to have our minds opened to what else could be done with data.”“To know what kind of data would be more useful. What’s out there, what’s meaningless?”“I think data gives a small part of the picture. Some of it is very accurate, but I don’t think that it necessarily tells the entire tale, certainly not if you’re just looking at numbers.”“It’s not so much getting a hold of the data, but applying it that’s the problem.”
    • How do teachers feel about using data?“I tend to be somewhat cynical about data.”“Information is power, but its also really scary. It takes our staff out of their element.”Teachers have concerns about data in regards to:  Accuracy  Quality of data sources and assessments  Timeliness  Usefulness in the classroom  Use for accountability and evaluation
    • What teachers want from data?“The problem I see is kids not learning, and if data could zero in on where we can do the most good, in time…”“We need data that we can manipulate in the school and that can be accessed.” School-level data Data with an instructional focus Disaggregated data, individual student data Longitudinal data, historical records Behavior data, attendance data Student home and background data Quick access to timely data
    • What skills do teachers (and building administrators) need? Assessment literacy and alignment Technology (computers, software, databases) Data management, analysis, and application How to use data to:  Improve learning in our classroom and building  Identify strengths and weaknesses in our curriculum and instruction, and identify strategies for change  Target student needs  Ask better questions and get better answers  To create visual representations  Communicate with students, parents and other staff
    • Supporting information and decision making models Recognize the role of leaders as sensemaker and that it is at least as important as the role of decision maker Support PD that encourages building of analytical skills and local data analysis Make technology investments that support the instructional mission Make clear degree of alignment between curriculum, PD, and assessments Data at finer levels of temporal resolution are key to understanding and addressing instructional problems. Local documentation of practice may help. Needs assessment is a skill that seems to be lacking in most educational training. Rubric-type surveys could serve to education and provide feedback
    • Information/Flow Inventory: Where does your district fit? Role Enter Get Data Provide data for Provide data for Local data Data Out lower level use upper level use for local useStudentsParentsTeachersInstruction SupportSpecial ServicesSchoolAdministratorsDistrictAdministratorsCommunity Members
    • Decision support problem space Existing IT InfrastructureChanging ProfessionalClassroom Development Practices Accountability Framework
    • Capacity Assessment Tools Capacity TypeInquiry Process Technical OrganizationalDecision Making /Data SelectionData AcquisitionData ManagementAnalysis and ReportingApplicationEvaluation
    • Using rubrics to guide the process1)How well supported are the organizational and personnel issues(meeting time/space provided, work release time provided, leadershipguidance, etc.) associated with managing and maintaining data?Check the statement that best describes Education Assessing Schoolyour school. Plan Classroom Wide Scenario Learning ProblemLittle or no current support exists.Current support exists, but is inadequatefor current data needs.Current support is adequate for currentdata needs, but not for future needs.Current support is adequate for currentand future data needs.
    • Tracking local assessments:Traditional and Standards-based
    • Linking to Standards to classroom work and assessments
    • Dimensions of Organizational ComplexitySponsor One None/manyObjectives SMART* VagueUnresolved Issues Few MultipleDistrict Policies Established Non-existentGovt. Regulations Few/Simple Many/complexLeadership Team Experienced InexperiencedTime to completion Loose/flexible TightGeography One location System-wideBusiness rules Established Non-existent *Specific, Measurable, Achievable, Relevant to strategy, Time specific
    • Dimensions of Technical ComplexityArchitecture In place Not in placeTechnical Novelty Proven NewComm. system Proven/stable NewDecision making team Experienced InexperiencedTeam location One ManySystem platforms One ManyLevel of integration Stand-alone Fully integratedTransaction volume Low HighFault tolerance High Low
    • School-level areas of intervention & innovation School Level  Ongoing dialogue about what constitutes relevant evidence about student and teacher performance towards larger goals  Strategic collection of classroom-level data that supports core goals, not data for data’s sake  Flexibility to combine locally relevant data about practice with external data (district, cross-school, etc.)
    • Improvements to data access and manipulation District Level  Program identifiers for tracking program impact across schools  Embedding longitudinal models into centrally-held information  Providing ongoing training for teachers and administrators on data collection and analysis  Measuring what we care about rather than the stuff that is easy to measure