Forward
Once we
gather and analyze data, we can begin to plan a program that entails the best
route to fill the gaps (something missing that could benefit) or if Not, then perhaps
a program different than what has been used in the past..
This may seem
simple on paper, but you will have many who run interference on the three—gathering,
analyzing and planning stages. Perhaps,
you have encountered a peer or colleague who has a different gathering method (observation,
record examination, individual or group interviews or written surveys) or a team member who uses a different methodology
to analyze, interpret and draw conclusions from data; or a project stakeholder-member
who insists the plan should not entail this or that and should definitely
include something that does not even pertain to the data.
Well, this is
just the human-side of data collection; as a leader you must navigate around
the interference to keep the project on track.
Using data to
inform teaching and learning. (How should data from assessments be used to
inform teaching and learning?
First, teachers
need support to understand and implement any new learning approaches from data. Administrators need to support a culture of
data use and allow time for data to be absorbed, discussed and broken down into
smallest elements. I hasten to say that
prior to data integration, data understanding must take place with teachers. Interpretation and analysis is an essential
foundation from which teaching and learning can spring.
A good guide
and some highlights was found, surprisingly on the government’s education website
(LINK: https://www2.ed.gov/admins/tchrqual/learn/nclbsummit/lemov/index.html)
Data could be used to inform teaching and learning below:
►I know you have all this data and you want it
to impact teaching and learning so your students may benefit, but please be
aware that no one likes change except the baby, so go slow with new data
integration.
►In teaching, one can use data to decide student
grouping and differentiation
►Teaching is a data driven occupation, do not
forget to share the data accumulated with your student(s). Actually, take the time to compare and contrast
homework, tests, projects, etc. with the student. This preferably can be accomplished one on
one with the student.
►Allow data to guide contradictions of learning
achievement, for example the A-student who did not perform well on the state’s
standardized test—was he nervous—did she lack motivation that day?
►Make data useful and for your teaching and
learning purpose(s) not the federal government or the state’s education board
►Teachers are all from Missouri, so you must
show them—use graphs, pie charts or what ever mathematical display that will capture
the data to transform their teaching capabilities. Quantitative data are just numbers, so it is
easily transformed to paper; however, qualitative data should be provided
text-wise in a concise and with consumer-friendly language
►Note for this exercise, Teachers Become the
Students
►Outsource technical competencies, if no one
is up to par on staff
►Make sure that change occurs at a comfortable
level, else it will not be accepted in an enthusiastic manner
►You can draw inferences about teaching and
learning but make sure it is supported by empirical research
►Your cultural for student and teacher-learning
may be impacted, please prepare for this—in other words operate offensively
►Change is inevitable, even without the new-found
data, so be ready to confront the results of change, that is, some may negate
it, some may dislike it, and some may not provide their buy-in.
Some may be hell-bent on keeping their teaching strategies used over the
years; this is the called the reluctant or resistant-teacher. So just be ready for these types of
confrontations.
►Your novice teachers will be more receptive,
because they have not been tainted with time.
But the converse of this is that the novice teacher may not be grounded
enough to synthesize data and thus misinterpret it
How should data be
shared with parents?
The National Association of Elementary Principals
outlined how data might be used by students, but this could also relate to parents,
as well . “Tools such as teacher- and student-generated graphs and reflective
questions guide students’ data analysis and help them make data-based decisions
to improve their performance.” (From https://www.naesp.org/sites/default
/files/Student%20Achievement_blue.pdf)
Remember that
parents have different schedules regarding their work, social, and parenting
responsibilities. In addition, there is the
humanistic aspect. For example, I am not
a morning person, so you get the best of me at 11:00 pm and beyond. In addition, not all parents will have the
same academic background (what about the
grandmother now raising a child due to a parent’s addiction—what if the grandmother
only has a sixth-grade education??
With these
characteristics in mind, data could be shared with parents through various
means.
Some are:
A. Parent-Teacher
Conferences where the entire body of parents would be advised by a teacher—this
would be a small group setting, not an auditorium-
style
information gathering
B. As a
reminder, homework assignments could signal parents via digital pop-ups on the class’
website-assignment page that the data info is now available
C. Parents
could sign-on to the school’s website to read the data report at their leisure;
the site would allow for questions to be posed by parents and sent to a
designated person—such as, how will the data affect my specials needs child? In other words, a Delayed Chat Program for
Parents
D. Parents
could sign up for data alerts via phone or laptop—one could be sent each week
which details a data point thoroughly versus a PowerPoint blip
E. Parents
would be able to meet with the Data Facilitator via an appointment for any
questions or concerns about the data and the impact on the school and their
child
F. A parent-retreat
(weekend) could be developed for imparting information with associated Brunch (if
your budget will allow); informal gatherings of this type suit some parent’s
psychological profile versus a formal gathering
G. In the
case of special needs children, second-language students, foster-care-guardian
children, special exceptions and data communication means should be created; administrators
could provide special sessions with the guardian alone and with the guardian
and child
Parents make
up the community, so all of the above should be interwoven with a community plan
for delivery of the new data information for the school district. At our school, the community is always
informed; we believe in total transparency, since it is the community’s tax
dollars that support our efforts.
How should
teachers use data to inform their teaching practices?
What does it look
like when assessment is used effectively?
1. Use students’ data to guide instructional changes.
Teachers need to collect and review students’ learning goals and analyses to
identify content areas and skills that need to be reinforced and factors that
may motivate student learning. For example, teachers can organize small-group
instruction around the subsets of goals students prioritized for themselves or
can re-teach concepts that a majority of students identified as their
weaknesses. (From NAEP site)
2. Articulate and explain expectations from the data
3. Always Provide Feedback regarding goals, any
curriculum changes, etc.
4. Feedback should be specific and timely
5. Initial vision statement might need editing based on
data results-do immediately, so everyone
is on the same page
6. If not already formed, do form a needs assessment team
that will set the tone school-wide based on the new data
7. Everyone has a part to play, so make sure to write
what everyone roles and responsibilities will be with the new information from
the data
8. Designate a Go-To Person for any questions and
concerns
9. If budgets will allow, hire a data facilitator who
meets routinely with administrators and teachers to discuss data and problems and
concerns that arise from implementations
10. Administrators should become flexible to allow ample
time for teachers and administrators to plot out strategies, goal time-tables,
and the like
11. If a need or gap was found in professional development
efforts, implement them post-haste
12. Whether your
school believes in the top-down pyramid or the inverted one, administrators
should take a leadership role and not delegate.
Adults are just taller children, so administrator’s input, support, and
behavior(s) are being watched also.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Some More LOLLIPOPS
How to Share Data with Families:
Link: http://www.ascd.org/publications/educational-leadership/nov15/vol73/num03/How-to-Share-Data-with-Families.aspx
Demystifying Student Data for
Parents- Link: https://www.edutopia.org/practice/sharing-data-create-stronger-parent-partnerships
Sharing data with families: LINK: https://www.achievementnetwork.org/sharing-data-with-parents-and-families
Sharing data with Parents: Link: https://schoolzilla.com/wp-content/uploads/2018/09/Sharing-Data-with-Parents-from-Schoolzilla.pdf
Stephania 