Improving Instructional Outcomes For Overall Effectiveness

3975 Words Jul 9th, 2015 16 Pages
Educators are faced with mounting pressures of accountability and the constant quest for meaningful ways to identify various types of critical data sources, how to collect and analyze data properly, and most importantly, at the core of educator focus, is how to use the data to improve instructional outcomes for overall effectiveness (Monsaas & Engelhand, 1994; Wise, Lufkin, & Roos, 1991; Lane & Stone, 2002; Wayman, Midgely, & Stringfield, 2006; Shen & Cooley, 2008). In response to more rigorous accountability demands, educators are increasingly required to initiate changes in instructional practices and to elevate student achievement (Wise et al., 1991; Monasasa & Englehand, 1994; Halverson, Gregg, Prichett, & Thomas, 2005; Kerr, Marsh, Ikemoto, Darilek, & Barney, 2006). A widespread response of educators to these continuing pressures is to use data analysis as a method of identifying student needs and facilitating changes in instructional practices (Kerr et al., 2006; Wayman, 2007). This approach to improve school outcomes is often referenced to as data-driven decision making (DDDM). Advocates of data-driven decision making argue when instructional leaders, data coaches, and teachers address data, the discussion unites curriculum, instruction, remediation, and distribution of human capital practically and with relevance to the needs of the students (Shen & Cooley, 2008; Protheroe, 2009). Effective data-driven decision making presumes expertise among campus level…
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