Â All members of Mayor Kellerâ€™s task force are committed to improving Grand Cityâ€™s educational system and community from the perspective representative of his or her institution, role, or specialized expertise. The Grand City community at large is excited about the work being done and proposed by the task forceÂ
8 Kappan February 2015
Parents need access to
education data â€”
and need to know itâ€™s secure
Privacy and school data
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Parents like data â€” when they know what
they are and how theyâ€™re being used â€” and
feel confi dent that theyâ€™re being kept private
Like PDK at www.
E veryone with a stake in education â€” espe-
cially parents â€” should understand the value
of data and how it can benefi t their families.
We know getting the right information into
the right hands at the right time can make a world
of difference for Americaâ€™s students. But most peo-
ple arenâ€™t hearing from their schools, districts, and
states about how those data are being used. In fact,
most parents hear â€œeducation dataâ€ and immediately
think of test scores â€” and only test scores. While
test results are an important piece of the data puzzle,
theyâ€™re just one kind of information. What about
teacher credentials and graduation rates? Or college
enrollment and student growth over time? Not to
mention the information schools use to keep buses
running on time and hot meals coming through the
lunch line. These types and uses of data are valuable,
and parents should be aware of all the work thatâ€™s
happening with them.
Parents like data â€” when they know what they are
and how theyâ€™re being used â€” and feel confi dent
that theyâ€™re being kept private and secure. Thatâ€™s
what the Data Quality Campaign (DQC) learned last
spring when we convened parents of school-age chil-
dren in Philadelphia, Phoenix, Kansas City, and Se-
attle to talk about their concerns with the education
system. The problem is most parents donâ€™t know ex-
actly what education data are. Who can blame them?
Trust through transparency
Most parents trust their childrenâ€™s teachers and
school districts. This was borne out in the most
recent PDK/Gallup Poll of the Publicâ€™s Attitudes
Toward the Public Schools, which found that 64%
of the public has trust and confi dence in Americaâ€™s
public school teachers (Bushaw & Calderon, 2014).
We need educators and schools to put that trust to
work, sharing with parents the full who, what, why,
when, and how of data use. This kind of transparency
is crucial to parentsâ€™ ability to understand how this
information can be used to benefi t their child â€” and
how itâ€™s being kept private, secure, and confi dential.
Without this information, people canâ€™t trust that
their childrenâ€™s data are safe. And parents wonâ€™t al-
low schools to use data if they donâ€™t trust that theyâ€™re
being kept safe.
Educators shouldnâ€™t be alarmed by the important
conversation about using student data and how data
are being safeguarded. There is s
Beyond â€œAutopsy Dataâ€
Beyond â€œAutopsy Dataâ€
Bolstering Teacher Leadership, Morale, and School Improvement
William Sterrett and Eric Irizarry
Â© 2014 The University Council for Educational Administration
https://doi.org/10.1177/1555458914551828Published inJournal of Cases in Educational Leadership
Teacher working conditions surveys provide biennial, comprehensive data regarding school leadership. This case describes how a Title I middle school principal proactively addresses end-of-year data to address identified needs and growth areas in a collaborative manner in her middle school. The principal works in a concerted manner with an assistant principal, district liaison, and teacher leaders to make a collaborative correction in her school to foster time in collaboration, increased teacher leadership, and enhanced professional development.
Assignment: Leading Change With Data and Collaboration
All members of Mayor Kellerâ€™s task force are committed to improving Grand Cityâ€™s educational system and community from the perspective representative of his or her institution, role, or specialized expertise. The Grand City community at large is excited about the work being done and proposed by the task force. News of the changes has been spreading throughout the state and garnering interest among leaders in many of the surrounding communities. How might you address questions or concerns from others looking to become agents of change? What insights have you gained in your work on the task force to encourage others to make decisions based on the data?
For this Assignment, you will develop a motivational video for communities outside of Grand City planning their own initiatives for change.
Important Note:Â You will be required to upload your video file (and transcript) to the Module 3 Discussion 1 thread (Day 3 of Week 5) after submitting it as an Assignment in this module.
Â· Review the Cho et al. (2015) case study related to the installation of data systems in a school district. Consider how this example examines the challenges inherent in technological and organizational change.
Â· Review the Guidera (2015), Chenoweth (2015), and Marsh & Farrell (2015) articles. Think about the arguments for and against educational change based on data. How might you encourage others to support the use of data-informed decision making for educational and social change?
Â· Review the Sterrett and Irizarry (2015) and Morel (2014) articles. Reflect on the strengths of working collaboratively with all stakeholders as well as any challenges that might need to be overcome.
Â· In the City Hall location in Grand City, review theÂ
District Collaboration for ChangeÂ video. Imagine you are a member of the Grand City task force. How might you use what you have explored thus far with regard to change, collaboration, and data-informed decision making to motivate the neighboring district superintendentâ€™s staff, faculty, and community leaders in their change efforts?
Â· Review the information regarding how to decrease the size of a video file and upload a video to a Discussion Forum in the Kaltura Media Uploader link under Course Home.
By Day 7 of Week 4
CreateÂ a 5- to 7-minute motivational video in which you explain:
Â· Who you are and the specialization expertise you represent on Mayor Kellerâ€™s task force.
Â· The importance of being an educational agent of change and why you believe collecting and interpreting data is essential to the role of educational leader of change.
Â· The importance of collaboration among cross-specialization groups working to make meaningful change, and why data-informed decision making is essenti