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.
“Should we meet with primary and secondary leadership teams separately or together?” This question came up during a recent chat with Joe Barder, IT Director at AIS Lagos, when we were figuring out a strategy for building their data culture. A simple question, but it got me thinking a lot about the difference between organizational culture and organizational practices, and how we need to consider both when fostering change. At AIS Lagos, everyone is eager to dive in and start analysing data. However I also sensed some hesitation from Joe about jumping in without first establishing norms and shared practices. The question of whether to have data discussions at a whole school or division level is really about whether we want to start with targeted, relevant, and actionable sessions tailored for each group, or if we take the time to develop a whole-school shared understanding of what it means to be data-informed. In other words, do we focus on the culture or the practice? On on...
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