Conduct research and promote research and data-driven decisions about technology-enhanced teaching and learning.

Without data informing decision making, initiatives are just good guesses.  Sometimes the guesses aren’t very good at all.  I am learning, however, that raw data, without a guiding question, can show previously hidden patterns, or be interpreted in many conflicting ways.  Good research methodology is of vital importance to apply data to decision making in an effective way.  When done properly, initiatives and programs can be developed to target real and pressing challenges in a strategic and efficacious way.

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Artifacts:

Level 1: Knowledge of current research

1. This annotated bibliography describes research conducted as to the correlations between 1:1 iPad programs and student learning.  Each research study was peer reviewed and reported both their methods and findings.  This artifacts demonstrates my growing ability to recognize excellent research. 1:1 student learning improvement bibliography
2. This document is a reflection on both my current data use (2015) and how I would like to apply new knowledge regarding research and data driven decision making in the future.  It demonstrates knowledge of new research in the area of data based policy decisions. Reflection on Data Use
3. This artifact is a synthesis of my experience and learning in the area of research and data driven decision making.  It portrays how I intend to use new knowledge gain in this program to make better choices in my role as a teacher and leader in ministry. Synthesis of research and experience

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Level 2: Application

1. My current position (2018) requires that I gather specific data regarding the academic progress and challenges of children in our care.  We are currently using an assessment called CORE, the components of which I have revised since beginning this position. Database Homepage
2. Our organization uses data collected to justify and evaluate programs.  Being fully funded by donors, it is especially important that our financial investment in outside programs give substantial returns.  Our current English acquisition program is expensive, but the data I collect show the results warrant the monetary investment. English growth report
3. One of the first programs I created and implemented in Kenya was a math and English small group initiative.  I used data collected from our organization and school reports to group the children and assign topics of focus.  Even though I was still getting to know the kids personally, the data clearly showed the roadmap for positive academic intervention.  ELL and Math Groups

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Level 3: Research, innovation, leadership

1. The following artifact is a tutoring proposal I created within the context of my current ministry (2018).  It identifies a threshold, using relevant data, by which candidates for the tutoring program are to be chosen.  Additionally, it leads the organization to rely on data as the measurement by which students may exit the program. Shelter Tutoring Proposal
2. This artifact is a portion of teacher training I created and conducted in August of 2018.  In the training, I lead an entire staff of teachers through collecting and interpreting data collected through national Kenyan exams.  We worked together to use this information to plan instruction for the final term of the year.  This training continues to develop a practical and theoretical understanding  of how data should influence and evaluate best instruction practices. Term Planning Training