Summary Of Joshua Batchelor's Educational Pioneer

Joshua Batchelor’s Educational Pioneer Application

Data collection and/or management

Working as a fifth grade English language arts teacher at Rocketship Los Sueños, it was my responsibility to collect and manage several sets of data. One set of data was assessment data. Students were assessed in reading once every three weeks. It was my responsibility as the educator to ensure data was organized and obtainable. I made a small file cabinet to house copies of blank assessment and another one to hold copies of students’ completed assessments organized by their name in alphabetical order. In addition, I made an electronic file for each student and house the data in an organized spreadsheet. I scanned copies of completed assessments into individual

One third grade classroom had a stronger instructional gain than the other one. I collaborated with the principal to determine the need of both classrooms. Upon observations and 1 on 1 with each teacher, I began to get a bigger picture of the effects of the instruction. Both classes were given the same reading assignment. The data was astronomically different. I was responsible for creating a storyline using the data from each class and give recommendations to improve instruction for both classes. I had to present my findings and recommendations to our network’s chief academic officer. My findings and recommendations were outlined using a PowerPoint presentation with a participant book. The participant booklet included data charts outlined by skill levels and classes and recommendations backed up with scholarly articles to support. The PowerPoint itself was used as a supporting visualization to accompany my

This school was one year of being started and had been through three principals, an executive director, a host of teachers and families. My task from the Chief Academic Officer was going to the school and assist the new principal academically and culturally reset the school. My first objective was to find the pulse of the whole school. In doing so, I created focus groups of teachers, parents, board members, and most importantly students. I gauge from the focus groups that communication and consistent was the biggest issue among all stakeholders. The leaders’ focus group indicated, “people weren’t working hard enough”. I examined all data sets, attendance, academic, culture, board meeting notes, and even authorizer’s reports. It was clear to me that there was a huge issue with the mindsets of leaders presented. The leaders, faces of the school, showed a lack of concern for the overall well-being of the school. Instead of telling the leaders they were wrong and feeding into an already negative environment. I networked to surrounding schools to find examples of the way the leaders work and differences in their mindsets. I arranged for leaders to go on individual learning trips with a scope of successful practices to zone in on at a nearby school. Once all leaders finished there learning trips we came back to together and discussed their