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Walden University *
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7900
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Philosophy
Date
Apr 3, 2024
Type
doc
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6
Uploaded by anthonymg84
1
Philosophy of Educational Change and Data Use
Anthony M. Grant Jr
Ed.S. Educational Technology, Walden University
EDSD-7900: Capstone Project
Dr. Sandra Johnson
June 15, 2022
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Philosophy of Educational Change and Data Use
Abstract
This paper will discuss my philosophy as to what educational change is and the use of data as foundational sources for implementing educational programs. In relation to the mission and vision of Walden University, education and community leaders must work together to affect change in relation to the mission and vision of Walden University. Furthermore, strong data infrastructure can propel education to new innovation and improvement in teaching and learning.
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Educational Change Philosophy
Educational change
is a process that aids teachers in developing new skill sets through structures and processes that tap into higher-order thinking and develop new pedagogies from existing knowledge on a small scale (Fullan, 2016). When pushing innovation, we must understand that educational change is a group effort and requires the input of multiple stakeholders to understand how multidimensional implementing school programs can be (Fullan,
2016). The Universal Design for Learning framework defines my philosophy behind educational
change in that schools must find ways for teachers and students to be engaged, represented, express their creativity, and learn in ways that let all stakeholders find their voice (CAST, 2018).
With Walden University’s mission and vision, collaboration through partnerships, education to raise awareness of issues, planning, and reflection help educational change move forward by providing a platform for positive social change at every stakeholder level.
Education and community leaders can work together to enact change in three ways. First,
each stakeholder should define their stance as a change agent, such as an ultra-committed, socially conscious, or spectator (Walden University, 2013). By identifying a stance, innovators can develop a strategy for gaining supporters for innovations on a small scale. Second, communication is critical to the success of any entity. Both groups of leaders must develop straightforward methods of sharing information and ensure all members are included in crucial decision-making. Third, education and community leaders must come under a shared vision of improving the level of educational services offered to bring the overall community together. Education is a critical social institution that creates opportunity, helps those in need, fosters community, and makes society more substantial as a nation. All stakeholders must be committed
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to promoting the good of social change and building a robust ecosystem of innovation for future generations (Walden University, 2013).
Data and Educational Change Philosophy
Data in education must contribute to theories that align to a problem, purpose, and research question that generates an answer that guides future action (Wright, 2008). Sound educational research requires longitudinal data information systems that pull from multiple sources, have analysis and reporting tools, facilitate rapid feedback for policymakers, and integrate virtual learning spaces (Gonzales & Lancrin, 2016). Working in several different school districts, data was often used as a punitive tool that punished and restricted opportunities to advance teaching and learning. Data provides insight into how students learn, effective teaching practices, and social-emotional constructs. Data must do four things when used as a foundational source for initiating, planning, and implementing ongoing change. Data must contribute to improved conditions for educational research, incorporate diverse student records representative of the current population, utilize critical thinking and formative creativity assessments, and be securely stored in a formal information system.
In New Jersey, the NJDOE uses data for compliance, audit, and evaluation purposes. Furthermore, the NJDOE’s data management office develops and implements policies to properly collect and store sensitive information for innovation (NJDOE Data & Reports, n.d.). A
software suite called NJDOE Homeroom manages formative and summative assessments, demographics, special education, and other data that various stakeholders provide. My school collects data in a digital student portfolio system to isolate academic progress from administrative and demographic details. Data drives student support and infrastructure upgrades, improves parent-to-home communication, and builds an inclusive community of lifelong
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learners. New Jersey’s data collection process differs from our private school model, and my philosophy is that data should be used solely for institutional improvement based on targeted research questions.
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References
CAST (2018). Universal Design for Learning Guidelines version 2.2. http: //udlguidelines.cast.org Fullan, M. (2016). The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Gonzalez-Sancho, C., & Vincent-Lancrin, S. (2016). Transforming education by using a new generation of information systems.
Policy Futures in Education, 14(6), 1-18.
doi:10.1177/1478210316649287 NJDOE Data & Reports. (n.d.).
Data & reports Portal
. The Official Web Site for The State of New Jersey.
https://www.nj.gov/education/doedata/
Walden University. (2017b). Who we are. https://www.waldenu.edu/about/who-we-are
Walden University. (2013).
New Walden University study reveals six distinct types of social change agents around the world.
https://www.waldenu.edu/news-and-events/walden-news/2013/1210-waldenu-reveals-
social-change-agents
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