Ready, set, teach... with the data!

We are surrounded by data, but do we know how to use it to help students progress?    Principals, teachers, and students/parents use data differently.  This blog will take a view into how teachers can use the data to improve student achievement.
 
Teachers should use data to determine the following:
 
Effectiveness of Instruction
Teachers should look at the data to determine the effectiveness of his/her teaching.  I issue the following challenge to teachers… after administering a test, average all of the students’ grades. View the class average as your grade.  If the class average is a B, view yourself as a B teacher for that concept.  If the class average is an F, throw the papers away and re-teach the concept.  I challenge you to own the learning in your classroom. 
Teacher Reflection Questions: 
Why do you think your students did well or did not do well?
How could you have taught the lessons differently to achieve a higher level of student achievement?
 
 
Gaps in Learning
Teachers can use the data to determine where students have gaps.  Unfortunately, students come at all different levels.  In Title I districts/campuses, many of the students move around quite a bit.  Frequent school changes almost certainly will produce students with gaps in learning.  Each district has a different Scope & Sequence.  If students are constantly moving, it is quite possible that they miss instruction on certain concepts.  Tracking student performance allows teachers to identify student gaps in learning.  For instance, if a student makes an A on Unit 1 and then makes an F on Unit 2, it could be because the student lacks the prior knowledge in the concept of Unit 2 to be successful on the current grade level. 
Teacher Reflection Questions:
On what level is each of your students working?
When and how will you work with students who are below grade level?
 
 
Areas to Grow
Teachers can determine in which content skills he/she needs improvement.  Track unit tests and benchmarks and examine the data deeper to determine in which content skills the class continually underperforms.  The areas in which the class continues to underperform, means those are the areas the teacher needs instructional improvement.
Teacher Reflection Questions:
Which areas have your students performed below a 70 on the last few unit tests or benchmarks?
How would you rate your knowledge and understanding of the content?
How would you rate your instructional strategies with those content areas?
In what specific area would you like support?
 
Teachers, honestly answer the questions above and then make a plan to help support your students on their educational journey.  Principals, share the questions with your teachers after assessments.  Allow the questions to begin the conversation of how you can best support the teacher.