What are the 3 most important things you learned during this course?
Data needs to be viewed from multiple perspectives. 50% of ELL students may be failing an assessment, but there may only be 2 ELL students in the class. Percents and numbers can be misleading if viewed in isolation.
Candid conversations need to occur around students data in a structured environment. Data team members should feel free to discuss student data related to demographics, age, gender, or other attributes that can be assigned to a student.
Data is not a “gotcha” when used in the appropriate manner. It is there to inform instruction and make needed changes for students to succeed. Some teachers may assume that a data team’s help means that he/she is a bad teacher. In fact, the data team is making a good teacher a great teacher.
What was the most valuable field experience in this course and why? (Elevator Speech, Data Team Summary, Data Inventory, Instructional Initiatives Inventory, Data Overview, Action Plans)
I found the instructional initiatives inventory enlightening. The total number of initiatives, the number of people involved, and the amount of time are all finite resources. Schools need to be careful in choosing participants, deliberately focusing on their school mission, and ensure that each group is being monitored to reflect best practices.
How do you plan to continue applying this learning in your school?
Throughout the school year, I can review student performance data, get involved in my school data team, and continuously use assessment data to inform instruction. Modeling these practices will make me a more effective teacher. With the permission of the administration, I may also assist other teachers with data analysis.
What challenges do you anticipate as you continue to implement these ideas in your school?
In any organization, there will always be those who do not want to try new strategies because they believe that there methods are best. Data team coaches need to anticipate barriers similar to this situation and have a plan to overcome this obstacle that works in his/her particular school.
Data needs to be viewed from multiple perspectives. 50% of ELL students may be failing an assessment, but there may only be 2 ELL students in the class. Percents and numbers can be misleading if viewed in isolation.
Candid conversations need to occur around students data in a structured environment. Data team members should feel free to discuss student data related to demographics, age, gender, or other attributes that can be assigned to a student.
Data is not a “gotcha” when used in the appropriate manner. It is there to inform instruction and make needed changes for students to succeed. Some teachers may assume that a data team’s help means that he/she is a bad teacher. In fact, the data team is making a good teacher a great teacher.
What was the most valuable field experience in this course and why? (Elevator Speech, Data Team Summary, Data Inventory, Instructional Initiatives Inventory, Data Overview, Action Plans)
I found the instructional initiatives inventory enlightening. The total number of initiatives, the number of people involved, and the amount of time are all finite resources. Schools need to be careful in choosing participants, deliberately focusing on their school mission, and ensure that each group is being monitored to reflect best practices.
How do you plan to continue applying this learning in your school?
Throughout the school year, I can review student performance data, get involved in my school data team, and continuously use assessment data to inform instruction. Modeling these practices will make me a more effective teacher. With the permission of the administration, I may also assist other teachers with data analysis.
What challenges do you anticipate as you continue to implement these ideas in your school?
In any organization, there will always be those who do not want to try new strategies because they believe that there methods are best. Data team coaches need to anticipate barriers similar to this situation and have a plan to overcome this obstacle that works in his/her particular school.