26 SES 07 A, Innovative Contributions to School and Classroom Development
This paper looks at two empirical studies from the Province of Trento and will try to add a further perspective on the so-called “data-driven” and “evaluation based” culture in schools (Scheerens, 2004). In traditional perspectives, data and evaluation (national testing, school self-evaluation process outputs, …) are mere instruments to account for the final stages of schooling process: students’ learning and achievements, school performances, etc. From another point of view, data and evaluation are also powerful “organizational” tools, capable of intervening in shaping the organizational culture of the single educational institution and in promoting processes of professional development of teachers. Numerous studies agree in considering principals as true agents of change (Fullan, 2001). Thanks to their management of leadership process, they can outline the general infrastructure (values, assumptions and shared beliefs) that leads to the activation of organizational practices and operating models to follow the school’s mission. Starting from an organizational and psychosocial perspective, in recent years the scientific debate has expanded to try to understand how data and evaluation can be used in organizational management processes of schools, as an indirect measure of teachers’ work effectiveness and performance, or as a measure of “training transfer” for in-service professional development of teachers (Timperley et al., 2007). Here the main questions I want to share inside the symposium: • Can data and evaluation be a supporting tool for school staff management? • Can these tools be an instrument that contributes to the training need analysis inside schools? • Can these tools be a measure of the effectiveness of training addressed to teachers? • Can these tools be leverage of organization based innovations? I will show empirical data from two studies completed in the Province of Trento. The first one focuses on the supporting role of principals in guiding the transfer of learning of middle management in schools. The second one is a part of an ICT and innovation based study called “Classroom 2.0”, in which Italian national testing (INVALSI) is used as a proxy measure of transfer of training of teachers about ICT and innovation in schools. Results from these studies show that an effective use of data and evaluation can help school leaders in reshaping their management practices with middle managers and teachers, being constantly on their side (providing systematic feedback, cognitive coaching, …), functioning as models and mentors in applying what they have learnt during the training and mostly, preparing them for training before it happens.
Fullan, M. (2001). Leading in a Culture of Change. Wiley. Scheerens, J. (2004). Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007) Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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