Acknowledgements
About the Authors
Introduction
1. The Context of Data-Driven Decision Making
2. What Research Tells Us About Data-Driven Decision Making
3. Technology to Support Data-Driven Decision Making
4. Continuous Capacity Building: Data-Driven Decision-Making Skills
and Pedagogical Data Literacy
5. Using Data for Continuous Improvement: Processes and
Structures
6. Building a Culture to Use Data
7. Differentiated Instruction Using Formative Assessments
8. CHOPS: Learning from Examples and Closing Thoughts
Endnotes
References
Index
Ellen Mandinach is a Senior Research Scientist at WestEd. Dr.
Mandinach has been a leading expert in the area of data-driven
decision making at the classroom, district, and state levels. Her
work over the past several years has focused on understanding how
educators are using data to inform practice. She has written and
spoken widely on the topic, and has served on a number of technical
working groups and advisory boards on data use. Dr. Mandinach
served as an expert panelist on the IES Practice Guide for
data-driven decision making and on the technical working group
commissioned by NCES to understand how researchers can better use
the statewide longitudinal data systems. She has led discussions,
funded by the Spencer Foundation, about how schools of education
and provide courses around data-driven decision making to build
human capacity.
Dr. Mandinach has served on the research staffs of Educational
Testing Service, the Education Development Center’s Center for
Children and Technology, and CNA Education. Although trained in
educational measurement, Dr. Mandinach’s career has focused on
aspects of educational technology.
Dr. Mandinach has authored a number of publications for academic
journals, technical reports, and four books. She wrote Data-Driven
School Improvement: Linking Data and Learning. She has regularly
presented at international, national, and regional conferences on
education and psychology. She has served as the President of the
American Psychological Association’s Division of Educational
Psychology. She received an AB in psychology from Smith College and
a Ph.D. in educational psychology from Stanford University.
Sharnell S. Jackson is a nationally recognized instructional
leadership consultant, coach, and executive strategist for school
districts, foundations, businesses, and corporations. She has more
than thirty-five years of K-12 experience as a classroom teacher,
teacher leader, assistant principal, state director, chief
executive officer of enterprise information and e-Learning. She has
worked in rural, suburban, urban school districts, state
departments and regional educational laboratories nation-wide.
Sharnell is the Founder/CEO of her own company, Data-Driven
Innovations Consulting, with a mission of implementing effective
professional learning process and practices of formative assessment
evidence to inform teachers’ instructional planning, and by using
multiple forms of data to improve student achievement of
instructional outcomes.
Sharnell has served on a number of technical working groups, task
forces, and advisory boards. She has served as a panelist on the
U.S. Department of Education Institute of Education Sciences IES
Practice Guide: Using Student Achievement Data to Support
Instructional Decision Making, was a member of longitudinal data
systems working groups commissioned by NCES, was as data model task
force member for the National Forum on Education Statistics PK-12,
and served on Regional Advisory Committee member to advise the U.S.
Department of Education on technical assistance needs of educators.
She has served as a governance board member for the Schools
Interoperability Framework, CoSN board member, ISTE National
Technology Standards Advisory Committee Member, Microsoft K-12
Advisory Committee Member, past president-elect of the Illinois
Computing Educators, and serving as board member for the Professor
Garfield Foundation.
She received her Masters in Curriculum and Instruction from
National Louis University, Illinois; and a Master’s in Science,
Mathematics, and Instructional Technology from NASA Fellowship at
Wheeling Jesuit University, Virginia; and a Master’s in Educational
Administration from Lewis Jesuit University, Illinois, and
completed advanced studies in high school astronomy, biology,
chemistry, and environmental studies at The University of Chicago.
"I recommend this book for practitioners as they embark on the
journey of discovery about what educators need to do to prepare to
develop a culture that supports data-driven decision-making."
*Margarete Couture, Principal*
"This book makes you think about education in a new way and shows
teachers how to develop new skills to meet the demands of the 21st
century. Instead of studying ′autopsy data,′ the authors
encourage teachers to gather data for learning rather than of
learning."
*Lauren Mittermann, Middle School Teacher*
"The content flows easily from one topic to the next. The first
chapter’s step-by-step orientation to the construct of the
literature, along with the culminating chapter’s summarization and
further clarification, provide consistency for while reinforcing
the purpose of the book."
*Cathy Patterson, Fifth-Grade Teacher*
"Any teacher and many a classroom principal will find this a key
title that pairs demonstrations of concepts in the classroom with
keys to make the switch."
*Midwest Book Review, September 2012*
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