Leaders at Hermiston School District (HSD) in Oregon know that in K-12 education, saving time isn’t a luxury — it’s key to student success.
St. Mary’s County improves student performance on state tests and graduation rate with data-driven instruction
Prior to 2005, SMCPS used a spreadsheet system to track student performance, but that left data siloed and difficult to cross tabulate. In 2005, the district made signiﬁcant changes in the way it manages student assessment data, moving from spreadsheets to the Unify assessment platform.
The ‘Jefferson experience’ — Creating a culture that fosters educator effectiveness and student performance
Educational barriers and challenges often vary by region, yet at districts where odds seem disproportionately stacked against student success — such as Jefferson County Schools (JCS) in rural West Virginia — school leaders know that delivering excellence in education requires vision, strategy and, sometimes, complete process overhaul.
If a software vendor doesn’t provide quality customer support, their solutions quickly become a source of frustration, as Framingham Public Schools (FPS) can attest.
Faced with a paper-intensive performance management process that got in the way of meaningful evaluation conversations, Madison County Schools in Kentucky knew something needed to change — fast.
Many teachers have come to expect change as a routine part of their occupation. Not only do classes change every semester or year, but education requirements are constantly evolving as policymakers try to determine the best way to educate and evaluate the nation’s children.
Albert “Duffy” Miller, Ed.D., President of Teaching Learning Solutions, has gathered recent research and explored current trends in observer calibration, sharing his findings in a comprehensive new white paper, “The Role of Calibration in Determining Educator Effectiveness.”
Rolling out a district wide assessment solution is no small task. Williamson County Schools in Middle Tennessee has gone through the process multiple times with previous vendors over the years, so we’ve learned the hard way on what to do and what not to do.
In Part 2, we discussed how to use technology to collect and analyze performance data that align with district priorities. But collecting and analyzing data isn’t enough. District leaders must use the information and insights gained to improve classroom instruction.
Calibration is a term used often when speaking about the need to ensure accuracy among observers, yet the multiple ways in which calibration is defined has resulted in various interpretations of what calibration is, and is not.