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Naf powerpoint july9-2010_v5

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Naf powerpoint july9-2010_v5

  1. 1. Student Voices & Data-Driven Decision Making <br />Improving Your Academy<br />Dr. Ann G. Bessell (University of Miami)<br />Dr. Cathleen Armstead (University of Miami)<br />National Academy Foundation <br />Staff Development Institute<br />Philadelphia, PA. July, 2010<br />
  2. 2. Agenda<br />Overview and Purpose<br />Innovative Techniques: Photolanguage<br />Doing Photolanguage<br />Exploring Data-in-a-Day<br />Analyzing data sets<br />Understanding Data<br />Making Data-Driven Decisions<br />
  3. 3. Overview & Purpose<br />To Introduce Innovative Techniques for Self-Assessment & Evaluation – Photolanguage & Data-in-a-Day<br />To Explore and Practice Analyzing Data for Decision-Making Purposes<br />
  4. 4. PHOTOLANGUAGE<br />Innovative process using <br />black and white photographs <br />chosen for their: <br /><ul><li>Aesthetic qualities
  5. 5. Capacity to stimulate the imagination, memory and emotions
  6. 6. Ability to challenge the viewer for thoughtful reflection</li></li></ul><li>
  7. 7. 1<br />5<br />Arrange Photos<br />Share Selections & Significance<br />2<br />3<br />4<br />P<br />H<br />O<br />T<br />O<br />L<br />A<br />N<br />G<br />U<br />A<br />G<br />E<br />Present Focus Question<br />View Photos<br />Select Photos<br />
  8. 8. Question<br />#1<br />Choose a picture that best represents your image of a NAF student when compared to the general population of high school students.<br />Choose a picture that best represents your image of a NAF teacher or leader when compared to the general population of high school teachers.<br />Question<br />#2<br />
  9. 9. Challenges & Obstacles<br />Lack of<br /> Longitudinal Data<br />Different Data Points<br />Measuring Outcomes<br />Lack of Integrated <br />Data System<br />What’s Next<br />Lack of <br />Comparable Data<br />Teachers: <br />Not Researchers<br />Fear of Retribution<br />Class Time<br />
  10. 10. Sidney Harris's cartoon demonstrates how to get past those pesky detail steps<br />
  11. 11. Quick & Efficient<br />Improve<br />Schools<br />Participatory<br />Data-in-a Day<br /><ul><li>Observe multiple classrooms in a single day (20-30 Minutes)
  12. 12. Collect data from multiple sources - surveys - questions - observations -
  13. 13. Involve multiple stakeholders: Input from students, faculty & administrators
  14. 14. Facilitate a dialogue about school improvement strategies</li></ul> (Ginsberg & Kimball, 2008)<br />
  15. 15. Most<br />Important<br />Value<br />Listening<br />Teamwork<br />Encourages Critical Reflection<br />Important Aspects<br />Student Input<br />Promotes Dialogue<br />Representative Teams<br />
  16. 16. Our Goal<br />Desired<br />Course<br />We are <br />Here<br />Actual<br />Course<br />Where are we?<br />What is our goal?<br />What course should <br />we follow?<br />How are we doing?<br />2002<br />Assessment Committee<br />12<br />
  17. 17. Principal Involvement<br />Teachers & NAF Lead Teachers Involvement<br />Guidance Counselors<br />Explain the process<br />Encourage participation on each team<br />Review schedule<br />From the Start<br />
  18. 18. Classroom Observations<br />Review checklist with district and principals at beginning of year<br />Review with principals and teachers at the meet and greet in morning<br />10-15 minutes of classroom observation<br />
  19. 19.
  20. 20.
  21. 21. Time to Practice!<br />(c) 2002 Good & Kaminski<br />
  22. 22. 1<br />5<br />Review data sets and look for patterns<br />Review & Summarize Areas to Improve<br />2<br />Aggregate Quantitative Data<br />3<br />Explore Qualitative Data<br />4<br />Review & Summarize Strengths<br />G<br />U<br />I<br />D<br />E<br />L<br />I<br />N<br />E<br />S<br />
  23. 23.
  24. 24. Time to Practice!<br />10 Minutes<br />(c) 2002 Good & Kaminski<br />
  25. 25.
  26. 26. “It sort of makes you stop and think, doesn’t it.” <br />
  27. 27. Deciding on Themes<br />More than three students mention in a classroom.<br />There is widespread agreement through nodding or shaking heads<br />Verbal agreement (That’s the truth).<br />Mentioned in more than one classroom with different observers.<br />There are positive and negative corollaries expressed.<br />
  28. 28. Common Themes<br />
  29. 29. Students’ Voice<br />What NAF promises:<br />Personalization<br />Empowerment<br />Differentiated Instruction<br />Hands-On Activities<br />Relevant Learning<br />Internships<br />Interdisciplinary projects<br />Connections to the world of work and high school<br />Learning takes place beyond the school<br />What students want:<br />Teachers who know them.<br />Teachers who listen to their opinions.<br />Hands-on Activities<br />Projects and Problem Based Learning<br />Connected to the real world<br />Field trips with assigned academic work <br />
  30. 30. Begin <br />with Questions<br />Data<br />Collection<br />Data <br />Analysis<br />Critical<br />Reflection<br />Student<br />Outcomes<br />Multiple Observers<br />Multiple Sources<br />Stakeholder Concerns<br />DECISIONS<br />
  31. 31. Data-in-a-Day<br />Approach to data collection and analysis actively engages those involved in the reform,and facilitates critical dialogue about future steps.<br />Through the collaborative process, evaluators and schools work to determine program effectiveness. <br />Consensus after gathering data leads to ongoing dialogue to determine areas on concern, potential strategies for improvement, and next steps. <br />Working collaboratively, the data-in-a-day process culminates in critical conversations about secondary school reform.<br />
  32. 32. Thank You!<br />Dr. Ann G. Bessell<br />Dr. Cathleen Armstead<br />agbessell@miami.edu<br />carmstead@miami.edu<br />

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