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Daniel R. Venables
Table of Contents
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From state and Common Core tests to formative and summative assessments in the classroom, teachers are awash in data. Reviewing the data can be time-consuming, and the work of translating data into real change can seem overwhelming.
Tapping more than 30 years' experience as an award-winning teacher and a trainer of PLC coaches, Daniel R. Venables, author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams, soothes the trepidation of even the biggest "dataphobes" in this essential resource.
Field-tested and fine-tuned with professional learning communities around the United States, the Data Action Model is a teacher-friendly, systematic process for reviewing and responding to data in cycles of two to nine weeks. This powerful tool enables you and your teacher team to
With easy-to-use templates and protocols to focus and deepen data conversations, this indispensable guide delineates exactly what should be accomplished in each team meeting to translate data into practice. In the modern sea of data, this book is your life preserver!
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"This is an excellent guide to planning, ordering, and running data talks, and is well worth the read. To top it off, deconstructed protocols, flowcharts and checklists are included in the appendix, for use as resources when instituting this Data Action Model."
"In Muskego-Norway Schools, we utilized How Teachers Can Turn Data Into Action as a book study for our leadership team. During the 2014–15 school year, we piloted the process in a couple of our schools. Given the positive student results noted, we have now implemented the process throughout our system for this school year. We thought you may be interested in seeing what we are doing. We also thought that we may be able to help in supporting your mission of spreading this process to districts throughout the nation."
superintendent, Muskego-Norway Schools, Wisconsin
DANIEL R. VENABLES is the founder and executive director of the Center for Authentic PLCs (www.authenticPLCs.com), an independent consulting firm committed to assisting schools in building, leading, and sustaining authentic PLCs. He is the author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams (Corwin Press, 2011). Venables has been a classroom teacher in both public and independent schools in South Carolina, North Carolina, and Connecticut for 24 years, serving as a math department chair for 18 of those years. He was a professional development coordinator with the nation’s 18th largest district, Charlotte-Mecklenburg Schools.
common core state standards | data analysis | instruction | professional learning communities | student achievement
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