Learning Analytics Collaborative

I came across this great video posted on Edutopia on how by tracking progress and building on it, a New Orleans preschool creates a culture of improvement for the whole school. It shows how the school is utilizing data by creating a cycle of continuous learning - How and why teachers collect data to assess areas for student growth and how that data, in turn, is being used to support the development of classroom teachers. Teachers now say “Data drives everything we do!” It's a fantastic example of how data culture enhances learning and provides tools for teachers for immediate intervention and places resources where they are needed most. The school realized that for them to be successful and provide high quality learning, they had to embrace a data culture! It’s about collecting evidence, facts about your learners and then taking action upon it. You can watch the full video here .

International School of Beijing (by Ruth Poulsen, Director of Curriculum and Assessment, ISB) THE SCHOOL Number of students: 1700 Grades: EY-12 Number of faculty: 200 Curriculum: IB DP, Common Core Accredited by: CIS Joined LAC in 2019 School Year  THE CHALLENGE What was the challenge the school was facing? ISB is very rich in the amount of data we collect, but we found that a challenge was that we were housing that data in various places. LAC gave us one place to start visualizing all of our data in one place. Why was LAC chosen? We started with another company at first, but LAC’s visualizations were much cleaner and easier to understand. We really loved the individual student reports which visualize various kinds of data side by side. HOW IS THE LAC PLATFORM BEING USED NOW Who uses the platform at the school? Our leadership team looks at schoolwide data together twice a year, once in October and once in June. Teacher leaders in various subject areas look at programmatic data once or

I came across this fascinating article in “The International Educator” that is very poignant for the current conversations taking place on Wellbeing, especially among International Schools. In this article Mark G. Harrison, Stephen E. Chatelier and Elke M. Van Dermijnsbrugge are discussing what is meant by “wellbeing” in schools, situating its current rise within the context of a broader school culture. They then go on to suggest that when wellbeing becomes a task for teachers to perform within a culture of accountability and customer satisfaction, rather than something deeply connected to the human relations of care, its achievement is unlikely and, indeed, an increased focus on wellbeing might even be detrimental. Wellbeing has become without a doubt an area of ever increasing focus for schools across the world. Given that teaching has generally been understood as a caring profession, this may not come as a surprise. And, given that the apparent need for wellbeing interventions has a