Perhaps it was the way in which "data-driven instruction, PLCs, assessment analysis, etc." was introduced to me a decade ago along with the resulting climate of more "testing and accountability" that left me uninspired and unmotivated to see the value of having discussions about data. At the time, I was teaching 6th grade with a powerhouse team of teachers. One day we were told, "You're now required to have a PLC meeting to talk about testing data." That was it! There were no explanations or answering of questions, no modeling, no inspiring message about the WHY, no higher purpose set or vision cast. I remember us looking at each other and asking, "What does PLC even mean? What are we supposed to do with the data that we're not already doing?" Luckily, one of our team members had her MBA degree and was skilled in reading and interpreting data. And so we half-heartedly looked at the student math test scores and did our best to be compliant. We had no direction, no real purpose, and honestly didn't understand why another mandatory meeting was needed since we already had daily conversations about our students and their academic progress. I attribute our confusion to poor school leadership and my lack of understanding because I'd become somewhat complacent in my own professional development.
Fast forward nearly a decade and that four-letter word, data, has a whole new significance to me. Data (and the vocabulary associated with it) is not my enemy, a gotcha, a cold prickly or something I dread. It's not anything new. Teachers have always had plenty of data! The shift for me was a mindset and a focus. I had to change from using data primarily for grades to using data to improve my practice and student learning.
Word choice conjures up emotional responses to educational jargon. Some call it simple semantics. I think it makes a difference. At least in my head, data-driven, seems a little harsh and impersonal. It's another word like rigor that is loaded. I prefer thinking of data as information. Specifically, data is information that helps the teacher guide the student. It may be a test or quiz score, but it doesn't have to be. It easily could be anecdotal notes about a conference, a picture of student work, an exit ticket, or observations about student behavior. Data is the information, the evidence, that tells a story.
When we look at data, ask questions, and take action based on the results of the data, data becomes meaningful and personal. Instead of a focus on numbers only, we can bring into line our attention on the children. We can consider the social-emotional factors that may be supporting or impeding academic performance. We can tap into our professional judgement and expertise. Numbers are indeed part of the discussion, but we also recognize that as Einstein said, "Not everything that can be counted counts, and not everything that counts can be counted." As we look at the evidence before us, our driving question is simple: are our students learning?
An in-depth discussion of data, assessment, research, analysis, culture, etc. is beyond the scope of a simple blog post. There are hundreds of books, webinars, podcasts, Twitter chats, courses, blog posts and other resources for educators to use for their learning. The purpose of this post is to share a few thoughts about data that I've learned on my journey that will hopefully answer the questions that my colleagues have asked me. I am NOT an expert! I'm still learning and growing. My thoughts seem to shift and change just a little as I learn more. However, I'm happy to share where I am now in my thinking.
There are undoubtedly formal ways of doing "Action Research" in the classroom. However, I think teachers who are passionate learners, who intentionally seek ways to improve their practice, are implementing action research all of the time. In simple terms, teachers start with a question. For example, one year I asked, "I wonder how student understanding/mastery would be affected if I used the Math Reps EduProtocol and focused only on a few standards?" I made a simple plan, implemented my ideas, collected data, reflected on the evidence, tweaked, and kept going. The more success I saw, the more motivated I was to keep going! Data was my friend! My students became more confident in math and the energy in the classroom was palpable. There were many positives- some were measurable, and some were not. Perhaps the largest gain was the fact that my students realized that they could learn and do hard things and that we (our class community) were going to do whatever it took to make sure that everyone understood those "big rocks!" If we could all learn those, then we could continue and learn and master a few more standards.
The data, those green squares, challenged and inspired me. I kept asking myself questions about how to tweak my instruction to reach those kids who were failing to understand. I had to be creative. I sought the advice of other educators. It was hard work! I had to ask a lot of 'Why' questions. Honestly, at times, those questions changed to "Why? Why? Why?" as I pulled out my hair in frustration! Was I able to help every student achieve mastery of those standards before the benchmark test? No. But the process was enlightening, and I'd recommend it to any educator seeking to present material in a way that ensures that all students learn and move forward.
Use Evidence of Student Learning to Improve Instruction-
Have you heard of the poem, Melinda Mae, by Shel Silverstein? She ate a monstrous whale one bite at a time.
Using evidence of student learning to improve instruction is the "whale" in my opinion. This is the hard work of a PLC.
Data tells a story. Sometimes the story is not all rainbows and unicorns. It's hard to hear. It's easy to place blame or make excuses. There is a danger in attributing students' difficulties to the students themselves. Rather than listing all of the deficits of the students, educators need to address what they can do collectively to improve professional practice. We need to ask each other questions. Why do you think this strategy worked/didn't work? What strategy might help these kids understand the concept better? We shouldn't teach in isolation. We should be ceaselessly collaborative, welcoming the scrutiny of other colleagues as we all learn about how students learn best.
Effective PLCs are about conversations that matter, collective commitments, accountability, taking action, and a dedication to continuous improvement. They require trust and respect for our colleagues. Educators must be vulnerable and have a willingness to take risks, be open-minded, and courageous enough to step out of their comfort zones. Teachers are more likely to engage in the PLC process if there's strong school leadership. Leaders must cast a vision, set the course, build a school culture of trust, and walk the talk.
Use Technology As A Tool-
Technology has been a huge part of my journey in using data to improve my practice and student learning. I could write a whole book about how technology transformed my classroom. I continue to be fascinated by how teachers have so much real-time data available to them during instruction and can adjust a lesson in the moment to better meet student needs. It's equally fascinating how easy it is to visually see through any number of graphs, charts, and diagrams where understanding is breaking down and which students need remediation, which students are approaching mastery, and those who need their learning extended. Almost every web tool that I know of includes analytics or are working towards that end. It's an exciting time for educators who embrace technology in the classroom!
Start With The End In Mind- Students can hit any target they can see and which stands still for them. Rick Stiggins
You can't talk about data without discussing assessment. Begin by asking yourself what mastery looks like. What is understanding? Learning more about assessment is a whole journey of its own. I've had to unlearn and relearn much of what I thought was good practice. (I'm still learning!) How many educators are still planning units like, "I have to teach a unit about _____. What activities can I do in this unit?" A quick Google search displays Pinterest boards and resources to purchase on TPT for the busy teacher. I use these resources too and the allure of cuteness is sometimes overpowering. (That's a topic for another post.) Instead, we should be thinking, "These are the things that my students must learn and here's where they are already (based on data). What experiences do I need to provide for them to master the material?" The summative assessment is designed first. The pre-assessment is based on the summative evaluation and assesses students' readiness for content and to guide instructional decisions. Formative assessments are done frequently and provide ongoing feedback. They are the checkpoints. All three types of assessments offer valuable data for the teacher to use.
Let Data Inspire Action-
Most teachers enter the profession because of a desire to make a difference in the lives of young people. They want to be a part of something bigger than themselves. They want to share their passion for learning with their students. There is incredible joy and a sense of fulfillment when our students succeed.
Data can be a teacher's best ally by providing valuable insights into a student's learning journey. As a teacher differentiates learning for her students, data can guide instructional decisions. A teacher can monitor progress and facilitate learning by choosing the strategies which potentially will have the greatest impact. Perhaps of even more significance, teachers learning together can use data to support one another and build collective efficacy. We're in this together. Teachers need to believe that they can make a difference in the lives of their students. Hope and optimism are contagious!
Keep Learning-
We're all on a journey. We may be at different points along the road, but we all get better when we learn together. My "data journey" is comprised of many shifts in thinking over time. I cringe a little when I think about where I was a decade ago. Moreover, I'm proud of all that I've learned so far. I have "many miles to go before I sleep." Alvin Toffler said, "The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn." A lot has changed since I began teaching. One thing has remained constant- my love for kids! They deserve my best! If data can help me become better at what I do, then I have no choice but to embrace and use it.
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