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Thank you so much for taking time out of your busy day to visit our blog. We would like to invite you to contribute your ideas related to professional development in this forum. We hope to offer all teachers at BHS the opportunity to have input in the PD you are experiencing this year, and to reflect on ideas and practices of our outstanding faculty.

Tuesday, November 29, 2011

Driven by Data, Chapter 4

PD Team Leads are reading this book!
One of our goals as coordinators of PD is to build capacity to use data for program improvement.  To this end, we are reading the book Driven by Data by Paul Bambrick-Santoyo. One caveat - we hope to see ourselves through this process not as "driven" but as informed by data. 

In today's meeting, our PD leaders voted to learn more about how to create a culture where assessment and reflection become a regular part of our practice. To help us in our initial discussion of this topic, read Chapter 4 of Driven by Data - then if you feel compelled, please respond to any of the following prompts as a response to this post.

1.  What seemed to be a key factor in building buy-in with the resistant teacher in the opening story?  What do you think about the statement "any initiative that requires complete buy-in prior to implementation is likely to fail"?

2.  Where do you see yourself / your SLC / your department in the phases described on p. 107?

3.  What do you think about the idea of  "building by borrowing"?  Do you think there is potential for us to adapt effective practices from other schools who have been successful (or do you think we have to start from the ground up because we're so weird)?

4.  Do you think the idea to build a leadership team from a combined "expert network" and "trust network" would be a good way to start developing momentum at our school?  Why or why not?

1 comment:

  1. 1. "any initiative that requires complete buy-in prior to implementation is likely to fail" To me this quote represents one of the mistakes that are often made where we spend a disproportionate amount of time and energy trying to convince the last 5% of people to give something a try. Holding off on the good while waiting for the perfect.
    Within any group of people you have the "early adopters" (think Aaron Glimme and anything Mac) and the "I may never adopt this until I am forced" (think me and Facebook). The large majority of our staff are somewhere in the middle. Starting pilot programs with teachers that are on board allows you to work through the inevitable kinks that will arise. A tested and modified second version helps you to scale up more effectively. Eventually you develop a critical mass of teachers that are participating (assuming that the beta phase shows some efficacy and you choose to move forward). It is around this point where being a holdout begins to be a potential liability and the skeptical wait-and-see crowd may begin to move their positions.