A primer for schools attempting to analyze the data they collect. Describes ways schools can get a better picture of how to improve learning by gathering, intersecting, and organizing four categories of data more efficiently: (1) demographic data; (2) student-learning data; (3) perceptions data; and (4) school-processes data. (WFA)

Discusses "backward design," a strategy for planning curriculum and school improvement by first thinking carefully about desired results and then working backward to develop meaningful assessments and learning plans. For this design to work, educators must identify desired results, analyze multiple sources of data, and determine appropriate action…

Discusses how schools can avoid mistakes in building their school-improvement plans. The two most common mistakes are (1) using measures of student learning that are not sensitive to the actual learning occurring, and (2) having no system for interpreting and using the data. (Contains 1 figure and 11 references.) (WFA)

Discusses data warehousing, which provides information more fully responsive to local, state, and federal data needs. Such a system allows educators to generate reports and analyses that supply information, provide accountability, explore relationships among different kinds of data, and inform decision-makers. (Contains one figure and eight…

Expresses the importance of scientifically based research in education reform and explains how to judge the validity of educational research. Describes control groups, randomized and matched experiments, statistical educational significance, sample size, and the difference between scientifically based and rigorously evaluated research. (Contains…

Educators can improve their grant-proposal writing by having a fundable idea, following guidelines precisely, seeking out funding sources, carefully crafting the proposal, and critiquing it before sending it. Only the best-written proposals get funded. Resources are listed. (MLH)

Providing opportunities for students to generate their own curriculum requires courage. Student interests are unpredictable. Teachers should garner support, start small, use library resources, eschew curriculum guides, develop assessment tools, allow for noise, schedule record keeping, allow a routine to emerge, be learners, communicate…

Student achievement rose sharply when the West Des Moines schools incorporated the findings of effectiveness research in their teacher evaluation system. (Author)

The Delaware way to improve instruction is to find out what makes high achieving schools effective and then organize an in-service program to help other teachers learn about it. (Author)

Energy education is being added to the curriculum in many schools. Although not well defined, it is a growing and important area, and good materials are available. (Author/JM)

The adversarial positions fostered by the "win-lose" atmosphere of negotiations can carry into other aspects of the work environment and hamper the problem solving that teachers and supervisors must do together. (Author)

The audiovisual portfolio helps beginning teachers demonstrate qualities that might not show up in a traditional job interview. Included in the portfolio are a student teaching notebook, a slide narrative presentation, audiocassette tapes, and a videotape of lessons taught during student teaching. (Author)

Opening activities at meetings should provide opportunities for people to get acquainted. Some examples are provided. (Author/MLF)

Educators should take vigorous action to respond to public concerns about adequacy of schools. (Author)

There are new requirements and opportunities for educating the handicapped. The ultimate success of mainstreaming depends on the leadership of school prinicpals. (Author/MLF)