Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
Via Ana Cristina Pratas
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First, educators should be wary of allowing data or research to substitute for good judgment. When presented with persuasive findings or promising new programs, it is still vital to ask the simple questions: What are the presumed benefits of adopting this program or reform? What are the costs? How confident are we that the promised results are replicable? What contextual factors might complicate projections? Data-driven decision making does not simply require good data; it also requires good decisions.
Second, schools must actively seek out the kind of data they need as well as the achievement data external stakeholders need. Despite quantum leaps in state assessment systems and continuing investment in longitudinal data systems, school and district leaders are a long way from having the data they require. Creating the conditions for high-performing schools and systems requires operational metrics beyond student achievement. In practice, there is a rarely acknowledged tension between collecting data with an eye toward external accountability (measurement of performance) and doing so for internal management (measurement for performance).
===> 1. Using Data in Half-Baked Ways <===
That's what I say since very long, not enough background knowledge but talking and acting like experts...
Check also:
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=LeaderShip
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Educational+Leadership