User:Clee375/Data-driven Instructional Systems
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Background and origins
Data-Driven Instructional Systems refers to a comprehensive system of structures that school leaders and teachers design in order to incorporate the data into their instructions. Building on organizational and school change literature, Halverson and colleagues (2007) developed a DDIS framework in an attempt to describe how relevant actors manage school-level internal accountability to external accountability. To be specific, high-stakes external accountability policies such as No Child Left Behind Act (NCLB) was implemented to hold schools accountable for the reported standardized, summative assessment metrics. However, schools already had active internal accountability systems that place high emphasis on an ongoing cycle of instructional improvement based on the use of data including formative assessment results and behavioral information. Therefore, when the high-stakes accountability was implemented, schools naturally go through process of alignment between different types of data different purposes and the corresponding tension. Halverson and folks (2007), employing case study approaches, explore leaders’ effort of coordination and alignment process which occurs between extant “central practices and cultures of schools”(p.161) and “new accountability pressure” in a pursuit of improving student achievement score.
References
Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159.