Acknowledgments
Foreword by Ruth Johnson
Introduction
1. The Power of Collaborative Inquiry
2. Getting Organized for Collaborative Inquiry
3. Building the Foundation
Introduction
Task 1 Launch the Data Team
Task 2 Reflect on Our School
Task 3 Raise Awareness of Cultural Diverstiy
Task 4 Commit to Shared Values, Standards, and Vision
4. Identifying a Student-Learning Problem
Introduction
Task 5 Build Data Literacy
Task 6 Drill Down into State CRT Data: Aggregate-Level Analysis
Task 7 Drill Down into State CRT Data: Disaggregate-Level
Analysis
Task 8 Drill Down into State CRT Data: Strand-Level Analysis
Task 9 Drill Down into State CRT Data: Item-Level Analysis
Task 10 Examine Student Work
Task 11 Drill Down into common Assessments and Other Local
Student-Learning Data Sources
Task 12 Identify a Student-Learning Problem and Goal
5. Verifying Causes
Introduction
Task 13 Conduct Cause-And-Effect Analysis
Task 14 Verify Causes through Research and Local Data
6. Generating Solutions
Introduction
Task 15 Build Your Logic Model
Task 16 Refine Outcomes and Strategies
7. Implementing, Monitoring, and Achieving Results
Introduction
Task 18 Take Action and Monitor Results
Task 19 Celebrate Success and Renew Collaborative Inquiry
8. Clark County, Nevada: Collaborative Inquiry in Action
CD-ROM Tool Kit Guide
References
Index
Nancy Love is Director of Program Development at Research for
Better Teaching in Acton, Massachusetts, where she leads this
education-consulting group’s research and development. She is the
former Director of the Using Data Project, a collaboration between
TERC and WestEd, where she led the development of a comprehensive
professional development program to improve teaching and learning
through effective and collaborative use of school data. This
program has produced significant gains in student achievement as
well as increased collaboration and data use in schools across the
country. Love has authored several books and articles on data use,
including A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative Inquiry (2008,
Corwin Press) and Using Data to Improve the Learning for All: A
Collaborative Inquiry Approach (2009, Corwin). She is also well
known for her work in professional development both as a presenter
and author of articles and books, including Designing Professional
Development for Teachers of Science and Mathematics (Second
Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and
Peter Hewson (2003, Corwin Press). In 2006, she was awarded the
prestigious Susan Loucks-Horsley Award from the National Staff
Development Council in recognition of her significant national
contribution to the field of staff development and to the efficacy
of others. Katherine E. Stiles is a Senior Program Associate in the
STEM Program at WestEd. Katherine is Co-Director of WestEd’s
National Academy for Science and Mathematics Education Leadership,
providing professional development and support for education
leaders nationwide. The foci of the Leadership Academy–effective
leadership, educational change, professional development and
communities of learners, facilitation, and using data and evidence
to achieve results–are reflected in the book, (2013). She designs
and leads science and mathematics education program evaluation
projects at the school, district, state, and national level,
focusing on assessing the quality of professional development, and
the relationship between teachers’ conceptual learning, changes in
practice, and student learning. Katherine works with schools and
districts to enhance student learning through the development of
collaborative inquiry into data among staff as part of her work on
the Using Data Project and as co-author of (2008). She was
co-director of an NSF-funded project, Building Systems for Quality
Teaching and Learning in Science, that resulted in the publication
of professional development materials and a simulation board game
on science education. The project extended the work of the seminal
book on professional development that she co-authored, (2010).
Prior to joining WestEd in 1995, Katherine worked at the National
Science Resources Center in Washington, D.C., as a science
curriculum developer and authored four curriculum units for the
program. Susan Mundry is currently deputy director of Learning
Innovations at WestEd and the associate director of WestEd’s
Mathematics, Science, and Technology Program. She directs several
national or regional projects focused on improving educational
practice and oversees the research and evaluation projects of
Learning Innovations. She is codirector of a research study
examining the distribution of highly qualified teachers in New York
and Maine for the Northeast & Islands Regional Education Laboratory
and is the project codirector for the evaluation of the Intel
Mathematics Initiative, a professional development program for
elementary and middle grades teachers aimed at increasing student
outcomes in mathematics. She is also a Principal Investigator for
two National Science Foundation projects that are developing
products to promote the use of research-based practice in science
and mathematics. Since 2000, Mundry has codirected the National
Academy for Science and Mathematics Education Leadership, which
provides educational leaders with training and technical assistance
on professional development design, leading educational change,
group facilitation, data analysis and use, and general educational
leadership, as well as access to research-based information to
improve teaching and learning. Building on this work, she provides
technical assistance to several large urban schools districts
engaged in enhancing leadership and improving math and science
programs.
As a senior research associate for the National Institute for
Science Education (1997-2000), Mundry conducted research on
attributes of effective professional development. She served on the
national evaluation team for the study of the Eisenhower
Professional Development program led by the American Institutes for
Research, where she worked on the development of national survey
instruments and the protocols for case studies. From 1982 to 1997,
Mundry served in many roles from staff developer to associate
director at The NETWORK, Inc., a research and development
organization focused on organizational change and dissemination of
promising education practice. There, she managed the work of the
National Center for Improving Science Education and the Center for
Effective Communication, provided technical assistance to schools
on issues of equity and desegregation, oversaw national
dissemination programs, and co-developed the “Change Game,” (Making
Change for School Improvement) a simulation game that enhances
leaders’ ability to lead change efforts in schools and
districts.
Mundry has written several books, chapters, and articles based on
her work. She is coauthor of the best selling book, Designing
Effective Professional Development for Teachers of Science and
Mathematics (2nd edition), as well as Leading Every Day: 125
Actions for Effective Leadership, which was named a National Staff
Development Council Book of the Year in 2003. Her latest book is
The Data Coach’s Guide to Improving Learning for All Students
(2008).
"This book offers a compelling message of hope and resolve. The
authors’ three-year journey in a multiplicity of diverse,
underperforming, high-poverty schools across the nation has
resulted in a treasure chest of knowledge and experiences about how
to professionally develop data coaches in ways that benefit some of
our most underserved students. This book provides powerful
resources to those who have the belief, passion, and desire for
implementing collaborative data inquiries in schools and
districts."
*From the Foreword by Ruth Johnson*
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