Getting excited about data: combining people, passion, and proof to maximize student achievement

Front Cover
Corwin Press, Feb 20, 2004 - Education - 239 pages
0 Reviews
How can we ensure that every student is making adequate progress in an era of school and district goals, state standards, and federal ESEA legislation? Building on the best-selling first edition, Holcomb's resource provides additional guidance for educators who are ready to explore more sophisticated uses of data. Precise and on target, this excellent resource enables educators to effectively use their school's data to respond to the challenges of the No Child Left Behind Act, and provides: A knowledge base emphasizing the role of data in school effectiveness A focus on tapping the professional passion of dedicated educators Group activities that energize people in collaborative efforts Key questions to identify sources of the proof of success necessary to stimulate further action

From inside the book

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

1 Using Data for Alignment and Achievement
2
3 Possible Plans Already in Place
8
Understanding the Importance of Proof
17
Copyright

41 other sections not shown

Common terms and phrases

About the author (2004)

Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:

  • From classroom teacher to university professor
  • From gifted education coordinator to mainstream teacher of children with multiple disabilities
  • From school- and district-level administration to national and international consulting
  • From small rural districts to the challenges of urban education

She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change-including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K–12 clusters of schools and evaluated principals.

Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research.

She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State’s School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.