GRM 2010 GRM 2011

Abstract Details

 
AUTHOR NAME
 
Family Name:
Dittmer
 
First Name:
Jenni
 
ABSTRACT OF PAPER
 
Title of Paper:
Using student achievement, teacher and school leader data sets to inform national monitoring of educational outcomes and policy direction.
 
Paper Proposal Text :
LINKS TO WORKSHOP OBJECTIVES & ANTICIPATED PAPER SUBMISSIONS
It is any government’s responsibility to monitor student achievement. Cognition Education supports governments in quality reform practice which includes the collection and use of a diversity of large quality data sets. Using an inquiry methodology Cognition uses school leader, teacher and student data to positively effect change in;
• the nature of a reform process
• classroom, school and system practice
• community and parent engagement and
• educational policy and decision making.
COGNITION EDUCATION LIMITED - BACKGROUND INFORMATION
Cognition Education Limited is New Zealand\'s leading independent education services and consultancy provider. Cognition Education team members work in a variety of national and international contexts, in policy, research/evaluation and practice projects linked to significantly improving student learning outcomes.
In 2004 Cognition Education became a partner of the Supreme Education Council (SEC) of Qatar. This was the first involvement of the company in the Middle East and, over the years, the company has won a large number of contracts in Qatar including Teacher licensing and National Professional Standards
It was from a background of successful involvement in Qatar, and some experience also in the Kingdom of Saudi Arabia, that Cognition Education became involved with the Abu Dhabi Education Council (ADEC) in a major schooling reform project in the Abu Dhabi Emirate, beginning in 2006.
A significant portion of the benefits of Cognition Education work is returned to the education sector through high quality education research focused on the schooling sector and facilitated by the Cognition Institute.
ABSTRACT
The aim of any schooling improvement or reform project is that of significantly raising student achievement. Cognition Education is informed by international research findings that improving teacher and leadership practice and engaging parents as a partner in the learning process is the primary focus for successful reform.
The critical question in school improvement work is how do we know we are making a difference and how do we know which of the things we are doing is making the biggest difference? The use of data with school teachers, leaders and educational policy makers builds data literacy knowledge and ability and ensures that the collection and analysis of appropriate data sets enables effective evidence based educational decisions to be made at all levels of an educational system. These decisions then need monitoring for their effectiveness and impact. This is a critical part of the inquiry model that Cognition uses.
Cognition Education staff will present a paper that uses their experiences and practices in the provision of external support services, including the analysis of large data sets, for international reform projects focused on significantly improving student learning outcomes and teacher and school leader quality.
The presenters will outline Cognition values and approaches to the provision of policy, research, evaluation and practitioner support services for Ministries of Education (or their representatives), Research/Evaluation Providers and School Practitioners to:
 Use data on student learning outcomes, teacher and leader demographics and teacher and leader quality to inform: (i) national policy and regulation, (ii) the development and implementation of local school/s policy and practice, (iii) national and/or local and/or school level evaluation of the progress and impact of reform policy and projects
 Build local capacity to sustain momentum and improvement beyond the influence of external service providers.
 Establish and implement meaningful and realistic improvement plans for individual schools and clusters of schools
 Encourage linking, collaboration and alignment between policy makers, researchers, evaluators and practitioners
 Establish and roll out national regulation and policy which is meaningful and realistic for local schools and communities
Participants will be invited to reflect on how external support services can maximise their contribution and input in to school reform efforts, and in particular to reform efforts focused in significantly improving student learning outcomes and teacher quality.

 
 
 

WITH THE GENEROUS SUPPORT OF