Putting PD back into PDAS

Feeling stressed out by the mountain of data piled up on your desk?  While the AEIS Reports, report cards, benchmark tests, and a wealth of other data can sometimes seem overwhelming, they offer school leaders the critical information that informs powerful decisions for individual, campus and district improvement.  In fact, these data sources provide the driver for the following system of continuous improvement, developed from a belief that we can always better both our education system and the skills of the individuals within that system.

 

from PDAS Instructional Leadership Development, 2005

Begin by analyzing the data to identify trends that occur in student achievement.  As patterns begin to emerge, goals for areas of need begin to present themselves, allowing you and your staff to strategically target professional development resources for the greatest impact on instructional practice. Formative evaluations of student and teacher progress, the results of mid-process interventions, provide information which can then be analyzed to reassess the originally established needs and recalibrate goals and objectives, initiating the next cycle of improvement.

Your Professional Development and Appraisal System (PDAS) data can help you see campus wide trends that can lead to professional development for your entire staff, a department, or a handful of teachers.  Consider your options as you approach the formal campus improvement planning process:  Professional Learning Communities; internally provided, targeted professional development; off-site professional development; and book studies, to name a few. No matter what strategy you decide on for your campus, applying this process of continuous learning and improvement on a daily, weekly, and monthly basis will significantly impact classroom practice and student learning.


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