The Managing Information for Student Achievement (MISA) project continues to develop momentum. The investigation of all aspects of the project has uncovered some interesting developments. The Ontario Student Information System (OnSIS) not only encompasses all the usual requirements of a student information system, it is growing! This creates some additional tension as we, in the schools, try to conclude our own data management decisions. This month I am starting my second round of school visits. Detailed discussions of the OnSIS requirements and of each school's situation and interests will allow us to build a comprehensive picture of what is required for the student management systems in our schools. I plan to prepare a proposal on this system by the end of the school year with a view to implementing the system during the next school year. This system will form the basic technological tool for MISA.
At the same time, and of greater importance, we are trying to heighten our sensitivity to the use of evidence to inform our educational decisions. Discussions where we look at student achievement data and endeavour to decide what it means for our practice are key to changing our modus operandi in education. Those of us who have been in education for many years have seen a cycle of changes waft by us, sometimes more than once! Change has all too often been initiated through special-interest advocacy rather than as a result of research into improved practice. This has jaded educators and proved a disservice to students and the public at large. In conjunction with aroused awareness, we have begun developments within the ministry of education and the research community to enhance the impact of research projects and research-based educational initiatives. We hope for closer relationships with the research community, especially our universities. We look to the development of a climate of inquiry and action-research by our teachers. We are developing regional learning communities to assist the process.
These are interesting (potentially exciting) times for education.
At the same time, and of greater importance, we are trying to heighten our sensitivity to the use of evidence to inform our educational decisions. Discussions where we look at student achievement data and endeavour to decide what it means for our practice are key to changing our modus operandi in education. Those of us who have been in education for many years have seen a cycle of changes waft by us, sometimes more than once! Change has all too often been initiated through special-interest advocacy rather than as a result of research into improved practice. This has jaded educators and proved a disservice to students and the public at large. In conjunction with aroused awareness, we have begun developments within the ministry of education and the research community to enhance the impact of research projects and research-based educational initiatives. We hope for closer relationships with the research community, especially our universities. We look to the development of a climate of inquiry and action-research by our teachers. We are developing regional learning communities to assist the process.
These are interesting (potentially exciting) times for education.
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