Techniques Magazine Techniques April 2011 : Page 31

A look at Case Studies of professional Development need to understand and use assessment data for instructional improvements in a manner that meets standards for effective Many participating school administra-professional development, (2) the tools tors clearly have embraced this process and resources to apply those skills in their as a means of learning how to improve school settings, and (3) the coaching and instruction through data and have imple-motivation to work collaboratively to use mented positive changes as a result. As their skills in a focused and integrated part of a series of case studies conducted manner. by NOCTI, the practices of several indi-As educators use data Division to implement vidual schools in a variety of states were and Consumer Family Science instructional improvements and evaluate reviewed. At one such site, Ray Hasart, Techniques the effectiveness of these improvements, director of CTE in the High Desert Dis-April 2011 trict of Oregon, noted such an increased TQN1104 their efforts will be more effectively targeted toward the specific needs of interest in the analysis and review of their students, programs and schools— end-of-program technical assessment data resulting in higher quality programs that the district doubled its professional and a more focused use of resources. As development budget to meet the need for instructional improvements become more data-based improvement. targeted and effective, the result will be At another site, Pennsylvania’s Read-better prepared students entering higher ing Muhlenberg Career and Technology education and the workforce, and long-Center (RMCTC), director Gerald Wit-mer mentioned that by tracking a variety of data, including technical and academic assessments and industry certifications, his team can review program trends, ad-just curriculum, and work to increase the number of industry certifications award -ed. RMCTC now has two coaches to help teachers with academic integration skills in literacy and numeracy. The RMCTC director indicated that the school is more data rich and results-oriented than previ-ously. term gains in workforce quality, produc-tivity and global competitiveness. These are goals important not only to the image and success of the CTE field, but to the nation as a whole. John C. Foster, Ph.D., is the president and CEO of NOCTI and The Whitener Group. He can be contacted at john.foster@nocti.org. Patricia kelley, Ph.D., is division manager for assessment management at NOCTI. She can be contacted at patricia.kelley@nocti.org. Sandy Pritz, Ph.D., is a senior consultant with NOCTI. She can be contacted at sandypritz@aol.com. Carol Hodes, Ph.D., is also a senior consultant with NOCTI. She can be contacted at carol.hodes@nocti.org. TQN1104 looking to the Future If the spirit of Perkins, not just the let-ter, is to be adhered to, it is critical that student achievement data are not simply gathered and reported, but used to inform instruction and make classroom-based improvements that should ultimately lead to higher student achievement. These favorable outcomes depend on educators receiving effective professional develop-ment to acquire skills in using and inter-preting data from standardized technical assessments that provide meaningful gradient score reports. Such professional development should provide educators with: (1) the knowledge and skills they www.acteonline.org April 2011 Techniques 31

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