The document discusses the importance of data-driven practices in education, emphasizing that improvement requires a change in approach and mindset. It highlights the need for rigorous evaluation of innovative programs like the use of iPads in schools, advocating for objective assessment methods to measure their effectiveness. Additionally, it suggests that leadership for systemic change is increasingly emerging from younger generations, who have a unique perspective to challenge existing educational norms.

1. 6/27/12
Data-driven learning and the iPad
What is the opposite of data-driven?
All improvement requires change
Change is our constant companion
People like change
Data-driven schools can be the crucible from which improvement
emerges in ways that are different from the ways it tends to
happen in schools that pay little or no attention to the data they
generate.
School Strong traditions of funding education research
image
Test
scores
History of using assessment formatively
Data
Strong historical reliance on standardised testing
Standards-based curricula
Uneasy relationship between central government and
Curriculum
Non- teaching unions
academic
improvement
programmes
To understand God's thoughts we must
UK Inspection Framework (2012)
study statistics, for these are the measure
of His purpose
The quality of teaching and learning
Pupils’ achievement
Behaviour and safety
Florence Nightingale
The effectiveness of the school’s leadership
and management
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2. 6/27/12
OECD and CERI (2008)
Bambi Betts - four types of data (2003)
Schooling for Tomorrow (draft document)
demographic data
data about school processes
learning data
perception data
Bush Cameron (2012)
Four desirable traits of the 2020 learner
- Pepperdine University, CA
problem solving in teams
Marks, McPhee, Cremin, Laxton,
innovation
Sneider Marks (2011)
- Cedars School of Excellence, UK
systems thinking
perseverance
Bebell, Dorris Muir (2012)
- Auburn School District, MN
Bebell, Dorris Muir (2012) Bebell, Dorris Muir (2012)
Auburn, MN
Auburn, MN
Too many innovative programs don't prioritize their own
research, and even if they collect observations and stories
later, they don't make the effort to do a randomized
control trial, like we did. We wanted to make sure we
could objectively examine the contribution of the iPads.
- Dr. Mike Muir, Auburn School Department's Multiple
Pathways Leader
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Data for consideration
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We did not find a single case in the literature where
student learning increased but had not been a
central goal.
Joyce, Wolf and Calhoun
The Self-Renewing School (1993).
1. Teacher knowledge (incl. triangulation and
steering the process of turning RIT scores and
DesCartes statements into meaningful interventions)
2. Student commitment – the “buy in”
3. Clear timetable - including criteria for success
and regular conferencing.
Innovative practices at ACS inspired by Project i
Innovative practices at ACS inspired by Project i
Innovative practices at ACS inspired by Project i
Increasingly, the leadership needed for systemic change is
coming from young people. Often ignored as leaders,
teenagers and young adults have a strong stake in the future,
perhaps the strongest. They are also the least invested in the
past, giving them a distinctive ability to see the flaws in
current mental modes and institution patterns and the
courage to create something new. When young people
develop basic leadership and collaborative learning skills, they
can be a formidable force for change.
Peter M. Senge, The Fifth Discipline (2006).
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Risa Harrold
Central thesis
(aged 7)
2023: High School Graduation
iPads provide a genuine and intriguing unknown in an
area of education that appears to be one we have a moral
2027: Graduate from college
imperative to explore.
2070: Retirement?
January 1st, 2101: 95 years old!
The move to iPads is a significant enough investment on
the part of schools to demand the most rigorous
consideration possible of its cost/benefit balance.
Data-driven schools using MAP have a ready-to-hand
model for this, and an invaluable resource in the form of a
faculty used to and adept at understanding what
observation data is telling us and is not telling us.
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