EDLD+5333+Leadership+for+Accountability+Embedded+Assignment+Reflections

Almost everyone is aware of the accountability measures imposed by No Child Left Behind federal legislation and the Texas Education Agency accountability ratings. For many people including educators, they know very little about what the measures mean and how they can be used to improve teaching and learning. Too frequently we aare // data rich but analysis poor // (Thomas, 2006). I could use the data provided on the school website under the report card link to identify general ideas about strengths and weakness but I was assessment illiterate (Boudett, City, and Murnane, 2006). By going through the process of examining the state data, comparing the data to the state results and standards, previous years, and the disaggregated sub populations, I learned a great deal about Abilene High School. The most important activity for me was to determine a weakness that we could focus on in staff development. The data revealed a need to change what we were doing. As Dylan (2008) insisted, // if we want to change what teachers do in the classroom, then we need to focus on those actions directly. //Knowing the data without using the data is unproductive. By using data to choose a focus for staff development, I was able to see how schools can use data to bring about change. It is interesting to recognize how the district and the school are following this practice in response to an unacceptable rating by TEA and not meeting AYP under the NCLB law. Administrators and teachers are examining data to change practice. Professional learning groups have replaced traditional staff development. The district has also added benchmark tests for formative assessment. There is also a big push to change the culture. It feels like some of the leadership has been reading along with me. When the annual data arrives, I look at it in a different way. I can now dig deeper to see what can be done to improve learning. I do have a weakness for math and may not always be able to interpret the data, but I do know which questions we need to ask. References Boudett, H, City, E, & Murnane, R. (2006). The"data wise" improvement process. //Principal Leadership//, //7//(2), 53. Thomas, R. (2006). Surviving data overload. //Principal Leadership//, //7//(2), 37-42. William, D. (2006). Changing classroom practice. //Educational Leadership//, //65//(4), 36-42.