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    Let's Really Talk About Data

    How to infuse meaningful data into daily decisions and conversations

    By Robby Champion
    June 2017
    Vol. 38 No. 3
    While designs of professional learning have expanded exponentially beyond the required-attendance inservice day workshop model, infusing meaningful data into daily decisions and conversations has not gained as much traction. Leaders of professional learning are increasingly coming under pressure to demonstrate that evidence is not an anathema in the field. Not much longer will “program evaluation” be sufficient as documentation (totals of hours of program activities and totals of participating educators, summaries of seat time, and lists of different types of onsite services provided), all commonly required in the not-so-distant past by grant funders. Getting unstuck from head counts, customer satisfaction surveys, and anecdotal data (i.e. incidental hallway conversations) — deeply ingrained habits of mind — has proven difficult. Moving to a more intentional focus on

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    Authors

    Robby Champion

    Robby Champion (robbyhchampion@gmail.com) is an author and consultant.

    References

    Champion, R. (2004a, Winter). A wake-up call about annual reporting. JSD, 25(1), 65-66.

    Champion, R. (2004b, Spring). Level 0 assessment works out bugs, works in stakeholders. JSD, 25(2), 61-62.

    Champion, R. (2015, December). Make a path for evaluation. JSD, 36(6), 30-34.

    Guskey, Roy, & von Frank. (2014). Reach the highest standard in professional learning: Data. Thousand Oaks, CA: Corwin.

    Killion, J. (2008). Assessing impact: Evaluating staff development. Thousand Oaks, CA: Corwin & NSDC.

    Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


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