1. Data-Driven Decisions and School Leadership: Best Practices for School Improvement
Theodore J. Kowalski
Thomas J. Lasley II
James W. Mahoney
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2. Chapter 9:
Curriculum and Instruction

3. Problems with State Standards
Too much consensus and too little vision
Too few disciplinary specialists involved in developing standards
State standards are too oriented to fads and are insufficiently rigorous
State standards are too parochial and insufficiently comprehensive

4. The Positives and Negatives of High Stakes Tests
Provide general evidence of student performance
Test scores will rise particularly when students are in school districts with aligned curricula
Fosters enhanced teacher and student attention on the importance of academic content coverage
Insufficiently comprehensive
May enhance student dropouts
May encourage cheating as a means of “enhancing” student performance
High Stakes
Test - +

5. Things to Know about State Standards
Standards vary from state to state (no national standards)
Standards are but one ingredient of quality education
Standards require professional development for new and veteran staff

6. Enhancing Student Achievement means teaching for:
Memory
Analysis
Creativity
Using all three means
students have more
opportunities to learn material

7. Types and Uses of Instructional Apparatus
Teacher Centered
Locus of
Control
Student Centered
Inquiry
Discovery Learning
Problem-based
Learning
Lecture
Direct Instruction
Drill and Practice
Instructional
Strategy
Critical Thinking
Problem Solving
Creative Thinking
Skills
Processes
Procedures
Learning
Focus

8. Principles of Instruction
The more skill oriented, the more teacher centered
The less academically prepared the students, the more teacher centered
The more important the academic focus/content, the more time spent on coverage
The teacher organizes instruction for memory, analysis, and creativity
The teacher should identify some academic power standards to teach for depth

9. Keys to Good Assessment
Key 1: Alignment of standards, instruction and assessment
Key 3: Know how and when
to use both formative and summative assessments
Keys to Good Assessment
Key 2: Assess for learning