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ERIC Number: ED496316
Record Type: Non-Journal
Publication Date: 2007-Feb
Pages: 22
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: N/A
The Roles and Practices of Student Services Staff as Data-Driven Instructional Leaders. WCER Working Paper No. 2007-1
Halverson, Richard; Thomas, Christopher N.
Wisconsin Center for Education Research (NJ1)
This paper explores the ways in which school leaders are turning to student services staff as local experts in data analysis and use to meet the demands of high-stakes accountability. The authors have been collecting data, as part of a 5-year National Science Foundation-funded study, on how school leaders create data-driven systems to improve instruction at their schools. They found that while schools already had significant capacity to design curriculum-level interventions to address the needs of groups of students, leaders in the schools investigated turned to special education practices and professionals to provide the in-house expertise necessary to create a variety of student-level interventions. This paper provides a picture of the increased role that student services staff have had in developing and maintaining program- and student-level support programs. Specifically, it investigates two central issues: (1) the practices of student services staff provide a precedent for student-level intervention design; and (2) student services staff play new roles as data-savvy instructional leaders. (Contains 1 figure and 3 footnotes.) [This paper was originally prepared for the annual convention of the University Council for Educational Administration (San Antonio, Texas, 2006).]
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
IES Cited: ED506645