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OUR APPROACH |
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INTRODUCTION | OUR APPROACH | PUBLICATIONS & RESOURCES CTE will foster leadership at the school, district, state, and national level that is informed by data, supportive of collaboration between general and special education, invested in technology integration, and committed to assuring that all children, including those with disabilities, are able to access and progress in the general education curriculum.Leaders from the classroom to the state department report that they are drowning in data and able to use it for only the most rudimentary of purposes. While it may be tempting to imagine that data management is sufficient for improving education and student achievement, leaders also need strategies for managing data, and more importantly, meaningful approaches to interpreting and applying the knowledge they gain from it. Therefore, our aim is to teach leaders how to collect, interpret, synthesize, and respond to data, with an emphasis on the role of data in setting and measuring goals toward continuous improvement. Finally, we promote a process of response that integrates effective practices from multiple bodies of knowledge, including research on change theory, interpersonal communication, and effective leadership. Vision for 2009: CTE will have a clearly articulated approach to knowledge engineering for educational leaders. The approach will have been translated into an operational model with online data collection and decision-support tools. The model will be implemented and supported throughout the state of Maryland and in at least one other state. CTE will have evidence demonstrating the effectiveness of its knowledge engineering model, Knowledge Navigator, for improving special education policies and programs. IN THIS PROGRAM AREA, WE WORK TO ACHIEVE THE FOLLOWING GOALS OF CTE
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