{"id":2710,"date":"2020-01-17T21:11:43","date_gmt":"2020-01-17T21:11:43","guid":{"rendered":"https:\/\/agile-ed.com\/?p=2710"},"modified":"2021-05-18T16:55:34","modified_gmt":"2021-05-18T16:55:34","slug":"educators-informed-decision-making","status":"publish","type":"post","link":"https:\/\/agile-ed.com\/resources\/educators-informed-decision-making\/","title":{"rendered":"Educators Informed Decision Making"},"content":{"rendered":"

Contact Agile<\/a> to learn how to find the key decision makers!<\/p>\n

Research regarding the amount of informed decisions a teacher makes per class range are astonishing.\u00a0 Scholars Hilda Borko and Richard Shavelson summarized studies that reported .7 decisions per minute during interactive teaching. Researcher Philip Jackson noted that elementary teachers have 200 to 300 decision or judgement based exchanges with students every hour (between 1200-1500 a day). The education focused website TeachThought<\/a> shares the estimation of 1500 decisions per day characterizing this activity as \u201ca constant juggle of manager, content holder, master communicator, and support system.\u201d Charlotte Danielson estimates that a teacher makes more than 3,000 nontrivial decisions every day.\u00a0 Wow!<\/p>\n

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Teacher decision making scenarios vary.\u00a0 They can be proactive and reactive, made individually on the spot or collaboratively, and address unplanned situations or be related to a context designed by the educator. \u00a0Therefore, whether the teacher is new to the profession or a veteran educator, school leadership should establish a professional culture marked by informed decision making. \u00a0 The three items below (each with an identified decision to make) are opportunities to support schools as they think about and prioritize the importance of informed decision making<\/p>\n

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  1. Faculty Meetings:<\/strong> Getting the faculty together is a powerful opportunity to guide the decision making process. Instead of using this time to share information (that can be done via email) designing a meeting that is interactive and develops skillsets regarding decision making is a great use of time.\u00a0 Developing practical scenarios and hypothetical situations to role play empowers teachers and builds community; both important attributes of informed decision making.<\/li>\n<\/ol>\n
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      • Decision \u2013 <\/u><\/em>Who will facilitate these meetings?<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
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        1. Community Engagement<\/strong>: Effective communication with parents and organizations beyond the school impacts the relationships those groups have with schools. This can trickle down to classrooms and teacher \u2013 student relationships.\u00a0 Websites design,\u00a0\u00a0 email communication processes, school branding, translation programs, and social media are all ways to get ahead of issues, celebrate teaching and learning, and reduce unpredictable scenarios where decision making is more difficult.<\/li>\n<\/ol>\n
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            • Decision \u2013 <\/u><\/em>Will what guidance is provided to teachers regarding communication to parents?<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
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              1. Professional Expertise:<\/strong>Tuning the skill of informed decision making can happen by sharing professional expertise.\u00a0 Informal occurrences certainly happen at lunch or in the hallway, but creating time, space, and processes to tap into and disperse\u00a0 collective wisdom.\u00a0 One way to do that is to establish \u201cCommunities of Practice.\u201d Another is the development of a mentorship program.<\/li>\n<\/ol>\n
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                  • Decision – <\/u><\/em>\u00a0Will the program be virtual, face-face, or blended?<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

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                    Building educator capacity around informed decision making is an essential investment in human capital.\u00a0 Moreover, supporting schools with these processes and practices ultimately benefit students.\u00a0 Developing educators\u2019 decision making takes me to Maya Angelou who summarized the importance of enacting learning effectively, \u201cDo the best you can until you know better. Then when you know better, do better.\u201d<\/p>\n

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                    By Craig Perrier<\/p>\n

                    References<\/u><\/p>\n

                    Danielson, C. (1996).\u00a0Enhancing professional practice: A framework for teaching<\/em>. Alexandria, VA: Association for Supervision and Curriculum Development.<\/p>\n

                    Hansen, D. T., Driscoll, M. E., & Arcilla, R.\u00a0(Eds.) (2007).\u00a0A Life in Classrooms: Philip W. Jackson and the Practice of Education<\/em>. New York: Teachers College Press.<\/p>\n

                    Shavelson, R., & Borko, H. (1979). Research on teachers’ decisions in planning instruction.\u00a0Educational Horizons,<\/em>\u00a057<\/em>(4), 183-189<\/p>\n","protected":false},"excerpt":{"rendered":"

                    Contact Agile to learn how to find the key decision makers! Research regarding the amount of informed decisions a teacher makes per class range are astonishing.\u00a0 Scholars Hilda Borko and Richard Shavelson summarized studies that reported .7 decisions per minute during interactive teaching. Researcher Philip Jackson noted that elementary teachers have 200 to 300 decision […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_eb_attr":"","om_disable_all_campaigns":false,"footnotes":""},"categories":[1574],"tags":[1162,854],"class_list":["post-2710","post","type-post","status-publish","format-standard","hentry","category-educator_perspective","tag-decision-making","tag-educators"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/posts\/2710","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/comments?post=2710"}],"version-history":[{"count":0,"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/posts\/2710\/revisions"}],"wp:attachment":[{"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/media?parent=2710"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/categories?post=2710"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/agile-ed.com\/wp-json\/wp\/v2\/tags?post=2710"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}