Summary Of The Continuous Improvement Model
As I examined the literature on using data for school improvements and the framework for continuous school improvement, I was always comparing my own experiences as the Continuous Improvement Model (CIM) facilitator at my school. I examined not only the practices of the school as a whole, but also my techniques and beliefs about using data within schools. Unconsciously, I was looking to validate my practices and belief, adding the knowledge base that I already possessed. However, the readings had a different effect on me; it exposed that there was a fundamental error in the way my school, i.e. myself used data.
According to Bernhardt (2013), “Without a system, structure, or vision in place to guide the utilization of all data, there is no new learning to change teacher attitudes, behaviors, or instruction – and ultimately improve student learning”(p. 2). This statement resonated with me because I realized that I was fighting and uphill battle. During the past three years, I struggled to get teachers to buy into using data within their individual classrooms to improve instruction. Some teachers naturally gravitated to the process, and although there were systems in
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