From the President by Susan Hardin
Making decisions based on previous performance data is essential to the health of any organization. For schools
Time for a Makeover
it is imperative. Educators must analyze instructional outcomes and react swiſtly when strategies prove ineffective. Continuous monitoring is vital to insuring student success.
But how do we measure student success? Are standardized tests scores, common assessments and grades relevant measures for guiding instructional decisions? Are there consequences for the decisions we make based on these measures?
The school data conversation began in earnest after No Child Left Behind (NCLB) became law. NCLB required schools to show performance gains on standardized test to demonstrate their effectiveness. Improving student test scores based on data-driven strategies became the goal, leaving one to wonder if such reforms are promoting authentic learning or perpetuating test preparation?
Dr. Mike Schmoker, an expert in data and education reform, suggests the latter. “In many schools, (data drive decision making) has morphed into an unintended obstacle to both effective
MACULJOURNAL |
instruction and an intellectually rich, forward-looking education.” If real educational transformation is what we’re after, we need to shift from using data for compliance purposes to using data to improve student learning.
Our goal must be that students will develop deep content knowledge through participation in intellectually stimulating, relevant, inquiry-based learning. Improvement on standardized tests will be a consequence, not an end in itself.
Assessments must focus on the skills students need to become effective members of the new global community, including collaboration, communication, creativity and critical thinking. But how do we measure such inherently subjective qualities? It’s time that data-driven decision making got a 21st century makeover.
“Makeover” continued on page 32 Spring/Summer 2011
Technology
Leading with
FROM THE EXECUTIVE DIRECTOR BY RIC WILTSE
I recently presented on the latest and greatest in educational technology at the Michigan Association of Secondary School
Principals (MASSP) Assistant Principal &
Dean’s Mid-Winter Summit. Jim Ballard, Executive Director of MASSP, was kind enough to invite me to speak to this group of school leaders who often deal with technology related issues.
In the presentation, we looked at some of the new toys like touch screen tablets and smart phones, the latest trends, policies that effect how technology is used in schools, and resources that would help assistant principals in their own professional development.
We also discussed the issues that were hot for them. I found it interesting that in an audience of over 100 administrators, everyone had at least one experience dealing with Facebook issues. These issues included bullying and inappropriate posts, password theft, and much more. We also discussed the appropriateness of teachers friending students. While few schools had policies and/ or guidelines addressing this, the assistant principals were strongly opposed to this practice.
One of the best resources I discovered in preparing for my presentation was a document developed by Muskegon Area Intermediate School District Instructional Technology Consultant and former MACUL
“Leading with Technology” continued on page 32
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