Literaturnachweis - Detailanzeige
| Institution | NWEA |
|---|---|
| Titel | Using Classroom Visits and MAP Growth Data to Discover Professional Learning Needs in Real Time. Cicero School District 99, IL. Case Study: MAP Growth |
| Quelle | (2019), (2 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement Tests; School Districts; School Visitation; Superintendents; Data Use; Test Use; Observation; Kindergarten; Faculty Development; Public School Teachers; Illinois; Measures of Academic Progress |
| Abstract | When superintendent Rudy Hernandez first arrived at Cicero School District 99, he knew he had challenges to address across the district. With a near-90 percent poverty level and a student population made up of 50 percent English language learners, he knew he needed to work with teachers to build a data-driven support system to affect change. Through collaboration with the staff about what they thought was working, and what they would like to see being implemented in the district, they identified the areas where they needed to focus to affect change. These included understanding their current classroom practices and pairing their observations with student data to identify professional development needs. This brief case study begins by describing how Hernandez started a new practice to better understand the specific needs of the district: focused learning walks. These walks--in-person visits to classrooms for first-hand observation and instructional data collection--served as opportunities to both understand current challenges and build a data-centric culture across the district. Through these walks Hernandez and his team found a common theme: teachers were doing most of what he calls "the heavy lifting," and students needed more opportunities to talk, ask questions, and engage with different subjects. They compared their observations alongside their MAP® Growth™ data, and found key opportunities to change their approach. By connecting their observations with the data, they implemented changes such as making professional development resources available to teachers based on their interests and needs and providing students with more instructional time. Equipped with the right practices, the right data, and a community of teachers passionate about supporting their students, the staff at Cicero School District 99 are just getting started. Their advice for other school districts facing similar challenges: never stop using the data. (ERIC). |
| Anmerkungen | NWEA. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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