2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact: Data Team Summary
Reflection:
This artifact is a Data Team Summary that I created in ITEC 7305 Data Analysis and School Improvement. This plan outlines the process of developing a data team at my school. Components of the plan include the current school vision statement, the purpose of the data team and individual roles of team members, the process of how the data team was formed and the rational for its creation, a proposal for a delineation of decision making authority, and an outreach plan to create buy in. I was the sole contributor to the creation of this plan, although I did consult with some members of my school's current data team to find out how they currently used data.
This artifact demonstrates my mastery of standard 2.8. I modeled and facilitated the effective use of data by creating a matrix that details how all people in the school system must be involved in the process of collaborative inquiry. As the artifact shows, I involved all stakeholders in the process of data collection, analysis, and interpretation to for the purpose of meeting our school's vision. I created and defined specific roles for district administrators, school administrators, school faculty, department chairs, instructional leaders, and potential data team members, school board members, the school improvement team, and parents, and data assessment coordinators. The artifact explains the individuals who are responsible for modeling and facilitating the use of digital tools to communicate the findings of relevant data. In my summary, the data team is responsible for communicating these findings. The collaborative inquire process, which data team members must "buy in" to, calls for communication to be in the form of dialogue. I learned, and have access to a variety of protocols and standards that I can use in the future to assist and refine my ability to communicate the message in the data.
Another artifact, the Data Team Overview, which is available online, was shared in a staff development meeting. The presentation shows how I used digital tools, in this case the State Longitudinal Data Service, to heighten awareness and communicate findings. Deftly communicating these findings and implementing appropriate interventions improves school improvement. Collaborative inquire creates an atmosphere of where it is safe to use data to guide instruction to maximize student learning.
Completing this artifact taught me that the way data is interpreted can be a very sensitive and controversial subject. Effective dialogue among data team members is essential. I don't know that I would do anything over again in terms of completing the artifact. However, in terms of implementing the artifact, which I did not get to do as robustly as I had hoped, I would include less people on the data team. My data summary calls for nine members. It's very difficult to find that many people who are willing to make that much of a time commitment to being on the data team. Maybe this is due to the fact that I am working in a very high performing school. We have our weaknesses for sure, but my school would be considered one of the top performers in the state. Hence, finding nine teachers to make a big commitment to working on a data team is difficult. To ask them to serve on a data team to impact school performance and student learning, they might say "Why rock the boat?"
The work that went into creating this artifact made me aware of the importance of communication among stakeholders when implementing important, and possibly controversial, initiatives. Mutually agreed upon protocols for communication can help data teams improve teacher practices, which will ultimately improve student learning.
This artifact is a Data Team Summary that I created in ITEC 7305 Data Analysis and School Improvement. This plan outlines the process of developing a data team at my school. Components of the plan include the current school vision statement, the purpose of the data team and individual roles of team members, the process of how the data team was formed and the rational for its creation, a proposal for a delineation of decision making authority, and an outreach plan to create buy in. I was the sole contributor to the creation of this plan, although I did consult with some members of my school's current data team to find out how they currently used data.
This artifact demonstrates my mastery of standard 2.8. I modeled and facilitated the effective use of data by creating a matrix that details how all people in the school system must be involved in the process of collaborative inquiry. As the artifact shows, I involved all stakeholders in the process of data collection, analysis, and interpretation to for the purpose of meeting our school's vision. I created and defined specific roles for district administrators, school administrators, school faculty, department chairs, instructional leaders, and potential data team members, school board members, the school improvement team, and parents, and data assessment coordinators. The artifact explains the individuals who are responsible for modeling and facilitating the use of digital tools to communicate the findings of relevant data. In my summary, the data team is responsible for communicating these findings. The collaborative inquire process, which data team members must "buy in" to, calls for communication to be in the form of dialogue. I learned, and have access to a variety of protocols and standards that I can use in the future to assist and refine my ability to communicate the message in the data.
Another artifact, the Data Team Overview, which is available online, was shared in a staff development meeting. The presentation shows how I used digital tools, in this case the State Longitudinal Data Service, to heighten awareness and communicate findings. Deftly communicating these findings and implementing appropriate interventions improves school improvement. Collaborative inquire creates an atmosphere of where it is safe to use data to guide instruction to maximize student learning.
Completing this artifact taught me that the way data is interpreted can be a very sensitive and controversial subject. Effective dialogue among data team members is essential. I don't know that I would do anything over again in terms of completing the artifact. However, in terms of implementing the artifact, which I did not get to do as robustly as I had hoped, I would include less people on the data team. My data summary calls for nine members. It's very difficult to find that many people who are willing to make that much of a time commitment to being on the data team. Maybe this is due to the fact that I am working in a very high performing school. We have our weaknesses for sure, but my school would be considered one of the top performers in the state. Hence, finding nine teachers to make a big commitment to working on a data team is difficult. To ask them to serve on a data team to impact school performance and student learning, they might say "Why rock the boat?"
The work that went into creating this artifact made me aware of the importance of communication among stakeholders when implementing important, and possibly controversial, initiatives. Mutually agreed upon protocols for communication can help data teams improve teacher practices, which will ultimately improve student learning.
datateamsummary_carlisle.docx | |
File Size: | 106 kb |
File Type: | docx |