File name:	LoEa_A004DataCollectionCPD .mov
	File size:	390 KB
	Duration:	1:30
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Again I'm going to give an example from a school that I've been working with where the surveys that they do fairly routinely of students and parents. What they identified was that there were a number of young people in their school that they really weren't serving very well - and it was a small percentage, it was 20% as compared to the other 80% who seemed very contented. But they used that opportunity to try to find out what it is that was missing for those children what it was that they needed and they used other students, actually, to help them collect the data. What has come out of this, and actually something that we've written a bit about, is an inquiring habit of mind that these teachers have now gotten hooked on data because they were in a situation where they thought they knew and what they discovered was that they in fact didn't know. When they went probing it was important for them and they've now become just users of data. They ask themselves 'How do we know this?', 'Are we sure this is true?', 'How can we find out?' and they don't see it as threatening, they don't see it as something that's going to show them up or look bad or something to be frightened of, but rather something that they need. I think that came from out of the experience of doing it and learning from it and doing it some more and learning from it some more. It's not something you can tell people they have to be part of the process