Post by kumumele on Nov 20, 2013 1:31:14 GMT -5
Has everyone seen the 12 step program advocated by the NEPC?
1. Measure what is valued instead of valuing only what can easily be measured, so that the educational purposes of schools do not drift or become distorted.
2. Create a balanced scorecard of metrics and indicators that captures the
full range of what the school or school system values.
3.Articulate and integrate the components of the DDIA system
both internally and externally, so that improvement and accountability work together and not at cross-purposes.
4. Insist on high quality data that are valid and accurate.
5. Test prudently, not profligately, like the highest performing countries and systems, rather than testing almost every student, on almost everything every year.
6. Establish improvement cultures of high expectations and high support,
where educators receive the support they need to improve student achievement, and where enhancing professional practiceis a high priority.
7. Move from thresholds to growth, so that indicators focus on
improvements that have or have not been achieved in relation to agreed starting points or baselines.
8. Narrow the gap to raise the bar, since raising the floor of achievement through concentrating on equity, makes it easier to reach and then lift the bar of achievement over time.
9. Assign shared decision-making authority, as well as responsibility for
implementation, to strong professional learning communities in which all
members share collective responsibility for all students’ achievement and bring to bear shared knowledge of their students, as well all the relevant statistical data on their students’ performance.
10. Establish systems of reciprocal vertical accountability,
so there is transparency in determining whether a system has provided sufficient resources and supports to enable educators in districts and schools to deliver what is formally expected ofthem.
11. Be the drivers, not the driven, so that statistical and other kinds of formal evidence complement and inform educators’ knowledge and wisdom concerning their students and their own professional practice, rather than undermining or replacing that judgment and knowledge.
12. Create a set of guiding and binding national standards for DDIA that encompass content standards for accuracy, reliability, stability and validity of DDIA instruments, especially standardized tests in relation to system learning goals; process standards for the leadership and conduct of professional learning communities and data teams and for the management of consequences; and context standards regarding entitlements to adequate training, resources and time to participate effectively in DDIA.
www.greatlakescenter.org/docs/Policy_Briefs/Hargreaves_DDIA_Policy.pdf
1. Measure what is valued instead of valuing only what can easily be measured, so that the educational purposes of schools do not drift or become distorted.
2. Create a balanced scorecard of metrics and indicators that captures the
full range of what the school or school system values.
3.Articulate and integrate the components of the DDIA system
both internally and externally, so that improvement and accountability work together and not at cross-purposes.
4. Insist on high quality data that are valid and accurate.
5. Test prudently, not profligately, like the highest performing countries and systems, rather than testing almost every student, on almost everything every year.
6. Establish improvement cultures of high expectations and high support,
where educators receive the support they need to improve student achievement, and where enhancing professional practiceis a high priority.
7. Move from thresholds to growth, so that indicators focus on
improvements that have or have not been achieved in relation to agreed starting points or baselines.
8. Narrow the gap to raise the bar, since raising the floor of achievement through concentrating on equity, makes it easier to reach and then lift the bar of achievement over time.
9. Assign shared decision-making authority, as well as responsibility for
implementation, to strong professional learning communities in which all
members share collective responsibility for all students’ achievement and bring to bear shared knowledge of their students, as well all the relevant statistical data on their students’ performance.
10. Establish systems of reciprocal vertical accountability,
so there is transparency in determining whether a system has provided sufficient resources and supports to enable educators in districts and schools to deliver what is formally expected ofthem.
11. Be the drivers, not the driven, so that statistical and other kinds of formal evidence complement and inform educators’ knowledge and wisdom concerning their students and their own professional practice, rather than undermining or replacing that judgment and knowledge.
12. Create a set of guiding and binding national standards for DDIA that encompass content standards for accuracy, reliability, stability and validity of DDIA instruments, especially standardized tests in relation to system learning goals; process standards for the leadership and conduct of professional learning communities and data teams and for the management of consequences; and context standards regarding entitlements to adequate training, resources and time to participate effectively in DDIA.
www.greatlakescenter.org/docs/Policy_Briefs/Hargreaves_DDIA_Policy.pdf