Leading with Evidence in Schools: Data and Research Literacy

Nov. 5, 2018 – Dec. 2, 2018

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Kick start improvements in only four weeks using data in your classroom, school or district. Start by pinpointing relevant and reliable data, then choose the best assessments to measure progress. This online course will help you identify effective research-based interventions for your context. Along the way, you will also build your team’s capacity, collaboration and trust through the use of data and research in decision-making.

Schools today are awash in data, from grades, to test scores, to discipline reports and attendance to name just a few. Additionally, educators around the world are continually urged to use evidence and best practices around “what works” to inform their decisions in schools. But how are teachers and school leaders to know which forms of data and assessments are most useful to their practice in their schools with their students? How do you find evidence on interventions that not only work, but will work for your teachers and for your students? And how can teachers and school leaders best make sense of the data in schools to bring educators together around the data and assessments that matter most to your school to help build capacity, trust, and collaboration around using evidence together in schools for instructional improvement?

Come join us in this four-week interactive online course to learn how to turn data into evidence-based decisions in schools.

  • 4-week duration
  • 20 hours total time commitment
  • Opportunities to engage with like-minded teachers and leaders on structured discussion boards
  • Weekly quizzes to check for understanding
  • An optional integrated project

In this course, you will learn

  • How to inform your decisions with valid and reliable forms of data
  • How to critique and select the best forms of assessments for the goals that your teachers have for your students
  • How to select the best practices from “what works” to choose interventions that have been shown to work in schools like yours

The course is taught by Teachers College, Columbia University Professor Alex J. Bowers, who is a leading expert in data and evidence use in schools, data driven decision making, and education leadership data analytics.

During this course you will network with other like-minded educators who are interested in building their skills in data, assessment and research literacy, through learning together using videos, readings, quizzes, and a writing assignment in which you find, critique and apply an intervention to your school.


Registration Fee: $655 - Registration closes at 4:00 pm EST on Oct. 29, 2018.

Any attendee who is taking this course for CTLE credit for NY State must enter their name exactly as it appears on the TEACH website in accordance with NYSED requirements.

Units Awarded: Participants receive 2 CEUs OR 20 clock hours OR 20 CTLEs (applicable only to NYS residents).

Who should attend?

  • District leaders
  • School leaders
  • Teachers


Who Should Participate?

Who Should Participate?

This course is designed for current or aspiring teachers, school leaders, and district or state leaders globally who are looking to enhance and hone their skills and capacity around data and evidence use for improving instruction in their schools.

Teams of teachers or schools looking to learn together for their professional development around building their skills for evidence use in their schools are also encouraged to enroll (school teams can be matched within the course upon request).

Additionally, for teachers and school leaders looking for a bridge between their undergraduate or graduate education and additional advanced degrees, this course can provide a bridge for students looking to deepen their practice in evidence use as they prepare to apply to a graduate school program, with a special emphasis on work in the United States.

There are no prerequisites for taking this course.


Faculty Bios

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Alex J. Bowers

Alex J. Bowers is an Associate Professor of Education Leadership at Teachers College, Columbia University, in New York City, where he works to help school leaders use the data that they already collect in schools in more effective ways to help direct the limited resources of schools and districts to specific student needs. His research focuses on the intersection of effective school and district leadership, organization and human capital resources, data driven decision making, student grades and test scores, student persistence and dropouts. His work also considers the influence of school finance, facilities, and technology on student achievement. Dr. Bowers studies these domains through the application of Intensive Longitudinal Data analysis (ILD), data science, and “Big Data” analytics, such as data visualization analytics, multilevel and growth mixture modeling, and cluster analysis heatmap data dashboards. He earned his Ph.D. in K12 Educational Administration from Michigan State University, and previous to teaching and education research, spent a decade as a cancer researcher in the biotechnology industry, with a M.S. in Biochemistry, Microbiology and Molecular Biology, and a B.S. in Biochemistry.

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Yilin Pan

Yilin Pan is currently a post-doctoral researcher jointly hired by the Department of Educational Policy and Social Analysis and the Department of Organization Leadership at Teachers College, Columbia University. She specializes in cost-effectiveness and cost-benefit analysis, decision-making in resource allocation and Bayesian statistics. Dr. Pan’s research aims to facilitate the utilization of research evidence to better guide policymakers and practitioners' decision-making about resource allocation. She has been working on applying Bayesian statistics to improve the methodologies that generate research evidence. Her attempts focus on localizing evidence of program effectiveness and cost obtained from evaluation settings to reflect the student and teacher characteristics of a specific decision-making setting, the subjective judgments of the local decision makers and the values of the local stakeholders. Yilin Pan earned a Ph.D. in Economics and Education at Teachers College, Columbia University, a M.A. in Higher Education and a B.A. in English Literature and Linguistics at Tsinghua University, P. R. China. Prior to her current job, she worked as a consultant at the World Bank's education sector.


Course Outline

Course Outline

This course is designed to take students on average five hours per week for four weeks.

Week 1: Introduction to Leading with Evidence in Schools

Course Materials: Readings, Videos, Brief Check-for-Understanding Quizzes

Assessment: 3 page paper that integrates the first readings and videos with your current issues in your school.

Week 2: Data Literacy and Assessment Literacy – Validity and Reliability for Testing

Course Materials: Readings, Videos, Brief Check-for-Understanding Quizzes

Assessment: Online quiz and structured written discussion topics online with teams of like-minded teachers and leaders

Week 3: Research Literacy – Validity and Reliability for Research

Course Materials: Readings, Videos, Brief Check-for-Understanding Quizzes

Assessment: Structured written discussion topics online with teams of like-minded teachers and leaders

Week 4: Bringing it all together – How to Find, Critique, Apply and Assess Interventions That Work in Your School

Course Materials: Readings, Videos, Brief Check-for-Understanding Quizzes

Assessment: Structured written discussion topics online with teams of like-minded teachers and leaders.

Optional Stretch-Goal Final Assessment: Critiquing and applying what works to your school (5 page paper)

Logistics

Units awarded

Participants who successfully fulfill the course requirements will receive

1) 2 Continuing Education Units (CEUs) OR 20 clock hours OR 20 CTLEs (applicable only to NYS residents);

2) and a Digital Badge.

Course requirements include:

Watching all the lecture videos;

Completing at least 4 out of the 5 assessments

A 3-page Reflection and Visioning Paper that integrates the first week readings and videos with your current issues in your school;

An online quiz completed with 80% correct (may retake);

Three online written structured discussion board assignments with teams of like-minded teachers and leaders.

Submitting the overall course feedback survey.

This course does not carry Teachers College or Columbia University credits or grades.

Note: Any attendee who is taking this course for CTLE credit for NY State must enter their name exactly as it appears on the TEACH website in accordance with NYSED requirements.