Conference Presentation on Teacher-Student Data Link Data Models

A conference presentation I did with esteemed colleagues from the Data Quality Campaign (DQC) and Arkansas Department of Education (ADE) was just posted to the U.S. Department of Education's NCES site here: http://nces.ed.gov/whatsnew/conferences/MIS/2011/session_VI.asp#A

About the conference: "Co-sponsored by the Texas Education Agency and the U.S. Department of Education’s National Center for Education Statistics (NCES), the MIS Conference brought together the people who work with information collection, management, transmittal, and reporting in school districts and state education agencies."

About the session:

Concurrent Session VI Presentations

Thursday, February 24, 2011
10:00 - 11:00

VI–A: Teacher-Student Data Link in Data Models From Transactional Systems to the Data Warehouse

Laura Sonn, Data Quality Campaign
Cody Decker, Arkansas Department of Education
Jim Goodell, CELT Corporation

The presenters will examine how the teacher-student data link (TSDL) may be represented in various data models: operational/transactional systems, interoperability models (such as P-20 State Core), and data warehouse. Different uses of the TSDL have different implications for how and how often the data is collected, verified, stored, and presented. Audience participation is encouraged around each state's uses for the link and definitions for "teacher of record" and "contributing educators." The discussion will inform a proposed reference model adaptable to state-specific needs. Finally, the presenters will introduce a conceptual draft capability maturity model for roster verification for participant feedback.

Download Zipped PowerPoint Presentation:

Teacher-Student Data Link in Data Models From Transactional Systems to the Data Warehouse (3.04 MB)

University of Phoenix Course

I just completed an online course at University of Phoenix. The online model was well managed making rich use of asynchronous class discussion and electronic media. The value of the course was enhanced through the diverse perspectives offered by the class representing different geographies and experiences working with different grade levels, schools, and cultures.

This kind of learning experience, that breaks away from traditional fixed-time and fixed-location lecture model, has some distinct advantages over site-based/lecture-based higher education. Not being constrained to a fixed class session allows for more or less time as needed to interact with the content, construct thoughtful dialog and craft written assignments.