Standard #12: Data & Program Improvement

The Assessment Data Report from Brown University's Kappa Alpha Theta Chapter demonstrates my understanding of data-driven decision making and data collection, and analysis. This project centered on the objective of developing student leaders to reach their full potential, using specific metrics such as member retention, involvement, and participation. Reliable data was collected through membership records, event attendance logs, and member feedback surveys. Analysing this information revealed positive trends in member retention and enhanced member involvement (from previous semesters), and a re-centering of both organizational goals and chapter culture when it comes to engagement. 

This artifact highlights how data directly informed program improvements. For example, identifying a misalignment of the perception of attendance vs participation and engagement allowed us to shift focus from attendance numbers to active participation to achieve a broader commitment to chapter culture and inclusivity. The introduction of a visual representation of attendance data revealed trends not readily apparent to members, as well as to me, and led to a deeper conversation on the alignment of goals and chapter culture. We also decided to shift certain yearly repeating events to different weeks of the academic year, dependent on examination schedules, instead of following whatever the previous year decided to support engagement goals. 

Overall, this report shows a strong commitment to using systematic data collection and thoughtful analysis to drive decisions that foster leadership development. It not only helped measure the effectiveness of current programming but also provided actionable insights for continuous improvement, ensuring members were supported equitably in their growth as leaders. 

The Husker High School Day Admin Feedback and Reflection demonstrates my understanding of data-driven decision-making and data collection, and analysis. After teaching lessons during the event, I was provided formal feedback from administrators, which served as reliable data to evaluate both instructional effectiveness and student engagement. Their observations provided detailed insights into the clarity of lesson objectives, student participation levels, and the overall impact of my teaching strategies. Analysing this feedback allowed me to identify specific strengths as well as areas needing improvement. 

This reflection and analysis directly informed decisions about how to adjust future lessons to better meet student needs. Using data rather than intuition ensured that improvements are intentional and targeted. Gathering and reflecting on this feedback allowed for meaningful communication with stakeholders -- specifically the administrator who observed and evaluated my lessons. By demonstrating responsiveness to their feedback, I've strengthened professional relationships and shown my commitment to continuous improvement. Overall, this artifact highlights the role of structured data collection and thought-out analysis in guiding teaching practice and promoting more effective and engaging learning experiences for students.