[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text] Project No.<\/strong> 510477-LLP-1-2010-1-PL-COMENIUS-CMP<\/p>\n Project duration:<\/strong> 1 November 2010\u201331 October 2012<\/p>\n Project co-funder:<\/strong> EU Comenius programme<\/p>\n Project coordinator:<\/strong> PCG Polska Public Consulting Group (Poland)<\/a><\/p>\n Project partners:<\/strong><\/p>\n \u0160iuolaikini\u0173 didaktik\u0173 centras (Lithuania)<\/p>\n Institut f\u00fcr Informationsmanagement Bremen GmbH (Germany)<\/a><\/p>\n Twente university (Netherlands)<\/a><\/p>\n The Schools, Students and Teachers Network, SSAT (UK)<\/a>[\/vc_column_text][vc_empty_space][vc_single_image image=”2394″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”6618″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\n Project team<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]Data has become increasingly important in an age of increased accountability and significant school autonomy. As schools are being held more accountable for the education they provide the data-driven decision making is becoming increasingly important. Data can be used to formulate appropriate and effective education policy and to measure the effectiveness of programmes and instructional interventions. Data can also be used to measure individual student progress, guide the development of curriculum, determine appropriate allocation of resources and to report progress to the community. But despite the leverage that can be gained by using data effectively, many schools still struggle with data-driven decision-making. Despite the importance of using data, very little training exists throughout Europe to help school leaders and their staff use data effectively. The DATAUSE project was created to build the capacity of school leaders and staff to establish learning communities where data is used to improve educational outcomes.<\/p>\n <\/p>\n The Data Use theory of action recognizes that education policy has the greatest influence on data use in schools. School policy affects all other components by creating conditions, incentives, and\/or barriers. The Data Use Activity Theory distinguishes between three types of data-based decisions: school improvement (e.g., policy improvement, teacher professional development, flexible allocation, etc.), accountability (e.g., compliance with official requirements, communication with stakeholders), and organizational improvement (e.g., progress monitoring, adaptation of instructions). If data is used for these three different purposes, it is possible to achieve all learning outcomes. The learning of school teachers, in turn, affects the learning of students (e.g., their interest in their own learning and improvement of learning outcomes [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]The DATAUSE project was created to build the capacity of school leaders and staff to establish learning communities where data are used to improve educational outcomes. [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]The project\u2019s short term target groups<\/strong> included school-based professional learning communities that were established for the purpose of the project in 10 participating schools, based in 5 partners\u2019 countries \u2013 Poland, United Kingdom, Germany, Lithuania and the Netherlands.<\/p>\n <\/p>\n Long-term target groups<\/strong> identified for this project included educational leadership training institutions and organizations, district and regional administrators and leaders, research institutions, school leaders and teachers, and ultimately, students. [\/vc_column_text][vc_empty_space][vc_empty_space css=”.vc_custom_1772617770437{background-color: #f7f7f7 !important;}”][vc_column_text css=”.vc_custom_1772701410705{background-color: #f7f7f7 !important;}”]<\/p>\n SURVEYS OF USE OF DATA FOR SCHOOL IMPROVEMENT<\/strong><\/p>\n [\/vc_column_text][vc_empty_space css=”.vc_custom_1772701392752{background-color: #f7f7f7 !important;}”][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n All partners conducted case study reports which were subject to a cross case analyses. All the results were compared and contrasted and compiled into a comparative report which provided a basis for developing a Data Use Theory of Action constituting the framework for the Data Use Survey and development of the Data Use Course materials. Important outcomes of the case study indicated that in all 5 countries school staff believe data use to be important, and that it can lead to school improvement in terms of increased student achievement. Moreover, we found that schools declare the need for support in the use of data, and that several factors need to be taken into account in order for schools to use data effectively, i.e.: school leader support, the need for training, and the importance of teacher collaboration. <\/p>\n From the state-of-the-art research, a set of 78 indicators on data use were developed and later categorized according to the Data Use Theory of Action. Two surveys were conducted among schools: one before and the other after the Data Use Course implementation. <\/p>\n Observations from the first survey administration in 2011: <\/p>\n Observations from the survey re-administration in 2012:<\/p>\n Second administration of the survey provided results on the cross-country level and showed an improvement in all of the survey categories. Integration of school leadership into the course helped improving qualitative and infrastructural bases for data use.<\/p>\n All these results provided a great basis for the analysis of the change and progress in data use in the participating schools. The analyses provided also a statistically valid measure for project success as they proved achieving the project goals as measured against the success indicators.<\/p>\n Download <\/strong>EN<\/a>[\/vc_column_text][vc_empty_space][vc_empty_space css=”.vc_custom_1772617770437{background-color: #f7f7f7 !important;}”][vc_column_text css=”.vc_custom_1772701419416{background-color: #f7f7f7 !important;}”]<\/p>\n DATAUSE COURSE AND METHODICAL MATERIALS<\/strong><\/p>\n [\/vc_column_text][vc_empty_space css=”.vc_custom_1772617770437{background-color: #f7f7f7 !important;}”][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”14274″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space height=”12px”][vc_column_text]<\/p>\n <\/p>\n The professional development course is a convenient tool for European educators to use in improving their professional skills in order to achieve better teaching and learning outcomes. The course includes both activities and specific tools that can be used in schools to develop a culture of data use. The course aims to develop the skills of leaders and their teams, who can then develop the data skills of everyone else \u2013 teachers and community members. The course curriculum included tools and activities that help build capacity within professional learning communities to establish a culture of udong data to inform decisions about policy, programs, and instructional practice.<\/p>\n <\/p>\n The professional development course is based on an inquiry model consisting of the stages of discovery, diagnosis, action, and evaluation. The stages of the course accompany school teams throughout the inquiry process and provide opportunities for active learning during this process. The course not only provides guidance for inquiry and action, but also helps teams develop the technical, analytical, and collaborative skills necessary to implement the data use action theory framework and use data to improve teaching and learning.<\/p>\n The course curriculum was built up from 11 obligatory modules, with each module being delivered in an approximately 3 hour session (depending on pace, knowledge and experience of a given PLC). Modules 1 and 2 are Preparation modules that build the capacity of the PLC to engage in data work. Modules 3 to 11 take the PLC through each stage of the data use inquiry model: Discovery, Diagnosis, Doing, and Evaluation.<\/p>\n <\/p>\n The benefits for each school taking the Data Use Course included:<\/p>\n Download <\/strong>LT<\/a>, EN<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”14272″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][vc_empty_space][\/vc_column][vc_column width=”3\/4″][vc_empty_space height=”12px”][vc_column_text]<\/p>\n <\/p>\n The role of the data coach is crucial to the success of the course as a whole. Coach need to set the tone by bringing together a range of data experience and confidence from among team members, reassuring both those who might feel a lack of confidence and those who have done it all before. All team members will need to perceive that their contributions are valued. Essential to the success of the course will be developing a team whose different strengths can be drawn upon to help each other and to move the programme along.<\/p>\n The Data Coach Facilitator Guide is an instruction manual on how to consistently guide teachers through all the modules of the training course and develop a qualified and professional data management school team. The guide provides a description of each module of the course on data use in schools, the main objectives, a list of necessary resources and materials, the time required to present each part of the module, and instructions for presenting the slides.<\/p>\n Download <\/strong>LT<\/a>, EN<\/a><\/p>\n Course presentations <\/strong>LT<\/a>, EN<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]DATAUSE project report (EN)<\/a><\/p>\n Breiter, Andreas, & Karbautzki, Louisa. (2012). Data use in schools \u2013 a cross-country study<\/em>. Paper for the International Congress for School Effectiveness and Improvement (ICSEI), 25th ICSEI Congress in January 2012, Malm\u00f6, Sweden. <\/a><\/p>\nPROJECT RELEVANCE<\/h6>\n
PROJECT AIM<\/h6>\n
\nThe aims of the project included:<\/p>\n\n
PROJECT OBJECTIVES<\/h6>\n
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PROJECT TARGET GROUPS<\/h6>\n
\nThe benefits for the long term target groups included developing their awareness about the available suite of tools, materials and methodologies to support schools in reaching better outcomes. The envisioned impact upon this group was to nurture a new approach to school improvement. Long-term target groups were reached by numerous dissemination activities performed by project consortium both nationally and internationally.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\nPROJECT INTELLECTUAL OUTPUTS<\/h6>\n
Comparative Analysis Data Use in Germany, the Netherlands, Lithuania, Poland and England (2011)<\/h6>\n
\nDownload <\/strong>EN<\/a>[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\nData Use Survey (2011\u20132012)<\/h6>\n
\nIn case of the first survey, conducted in 2011, it was administered to 398 recipients, in 5 countries, in 13 schools. The results of the survey for each of the schools allowed for school\u2019s self assessment and identifying the areas of strength and areas of weaknesses in each of the categories according to the Data Use Theory of Action. In 2012, the survey was re-administered through the online tool to the schools taking part in the project. In total, there were 229 recipients in 5 countries. The results allowed for the schools to determine their progress level in terms of data use during the Course.<\/p>\n
\nThe results of the first survey proved the rationale for the project. Cross-country factor analysis has shown that \u201cUser Skills\u201d, \u201cUser Attitudes\u201d and \u201cUsing Data for Instructional Development\u201d are not pivotal categories in the data use practices in the schools proving the rationale for the project.<\/p>\nUsing Data Professional Development Course: Program and Methodical Materials (2011)<\/h6>\n
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\nThe envisioned impact upon the schools was to observe improvement as a result of a structured, data-informed process that included identifying and solving a student centred problem.<\/li>\n<\/ul>\nData Coach Facilitator Guide (2011)<\/h6>\n
PROJECT RESULTS<\/h6>\n
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PROJECT DISSEMINATION<\/h6>\n