A common theme through Bernhardt’s (2007) chapters is that the members of a data culture be aware of who has access to what information (Bernhardt, 2007). At my school this information is not formally defined to staff members, but more intuitively learned through being engaged.
Currently, we have a technical person who manages our server and computers. This person’s services are shared with the other local elementary, where his office and majority of time resides. He is also consulted before making purchases of any technical machinery, such as SMART boards or printers, in the school because of his knowledge of our server and network. Information on teacher laptops is synchronized with the server every time a teacher shuts down their computer. This person also has full access to any information in the network including student information and data files. Obviously, he is highly trusted by the administration and staff. Another positive attribute of this person is his honesty that he does not have classroom knowledge. When asking about technologies that are best for education practices he will ask a collective of teachers for answers (Bernhardt, 2007, p161).
In depth stored information on the network is attainable by office staff, the school nurse and administration only. Information regarding the health of a student is only obtainable by the school nurse and administration. Teachers do not have access to any information, outside of attendance, that is kept in electronic format. Considering our electronic based database is not too in depth, any desired information could be accessed by the student’s file in the office or asking directly. Printed reports of attendance are given to teachers from the office at the end of a marking period. The nurse and office are responsible for obtaining this information on a daily basis from all teachers if it is not completed by classroom teacher. The office and nurse are responsible for assuring that student attendance, demographics and health records are kept accurate or “clean” (Bernhardt, 2007).
Responsibility for data in our school depends on what information is being processed. Any information outside of student health and attendance is the responsibility of the classroom teacher. This includes maintaining and housing grades, portfolios and assessment centered information.If a student has an IEP it is the responsibility of the child study team to manage the information and the responsibility of the teacher to access the information as needed. If a child has a 504 (health related modifications) then it is the responsibility of the nurse to manage and maintain the information. The business office and teacher are responsible for paper records that pertain to professional development, budget orders and personal information.
After six years of being in the school I still often get confused about processes and places because there are so many; we are a school buried in paperwork which is anchored by the philosophy that paper can not be lost due to technical malfunctions. If the funds were available, Bernhardt (2007) would resolve this by having the data management provider based in an offsite location (Bernhardt,2007). I know our school is eager to change and make all these processes simpler while working within our budget. Increased knowledge of google docs and shared folders on the network will increase functional organization and improve our data culture. I maintain a positive outlook for our cultural growth by celebrating how far we have come and the vocalized eagerness of staff members to move forward.
Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning. Larchmont, NY: Eye On Education.
