持続可能な学校改善に向けて ―全国と自治体の学力・学習状況調査を活用して―

In educational settings that face a variety of school issues, is it possible to sustain improvements in educational activities in an organized manner while maximizing the abilities of individual teachers? In 2020, at the school to which the second author belongs (Elementary School A), we attempted to improve the school through the collaboration of teachers and staff using quantitative evidence as a platform. This paper reports on these efforts over the past year and analyzes their effects. First, we organized the issues for Elementary School A. Next, in Chapter 1, we showed that evidence from academic ability and learning situation surveys can serve as a platform for faculty collaboration. In Chapter 2, the second author presented the contents and effects of newsletter that was systematically distributed to all teachers at Elementary School A. The aim is for all faculty members to share various practices based on this. In Chapter 3, we presented the details of the class improvements that mid-career teachers and the second author worked on in collaboration with the newsletter. The first was social studies, which took advantage of the expertise of mid-career teachers, and the second was the improvement of lessons in exploratory learning that utilized local resources at Elementary School A. Regarding these class improvements, the effects and ripple effects on other teachers were analyzed using feedback questionnaires from children and interviews with teachers, and the results were shared with teachers. In Chapter 4, to verify the effects of one-year school improvement efforts, we will compare the results of the 2023 national and local government academic achievement and learning situation surveys to 2022. We compared the results with the previous year and showed the results of estimating the change over time in terms of effect size. As a result, the average values of both cognitive and non-cognitive abilities increased, making it possible to visualize the results of the efforts in 2022.