Data-driven Decision-making for CTE Educators
March 19, 2013
By: Ann Ultsch, ACTE intern
Recently, an article in the Online Journal for Workforce Education and Development reported on the development of a research-based intervention for professional development in CTE using data-driven methods.
This NOCTI intervention program, called Career and Technical Educators Using a Data Driven Improvement Model (or CTEDDI), was implemented in five states in spring 2010. The pilot program aimed to break away from using standardized testing to evaluate teachers and student achievement, instead empowering CTE administrators and educators to enrich classroom practice, capture student interest and effectively target individual and group learning needs. The program is designed so educators can analyze datasets from their programs and develop an applicable individualized plan for their students. It offers:
- Training that is highly interactive and customized
- Professional development that is a year-long process, including ongoing mentoring
- Educators using their own students' data to create classroom- and student-level instructional improvement plans
- Educators participating in an online collaborative community of practice with educators across the country
- Educators learning to make systematic, strategic instructional changes that can result in higher student scores and teacher performance evaluations
Results of the pilot program showed that the main benefit was the ability to individualize the action plans, and made clear that data driven decision making in education is here to stay. The NOCTI team used the results from the pilot semester to alter the intervention to better help CTE educators in the future.
CTEDDI technical assistance is available at the secondary and postsecondary level for states, districts and schools.
Ann Ultsch is an intern with the ACTE Public Policy Department and a student at Wittenberg University in Ohio studying political science and English.