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Read the article Data-driven Decision Making What We Already Know About Teachers' Use of Data.

Video your critical thoughts to one of the questions making sure to reference parts of the article.

Respond to at least 2 of your classmates.

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How can teachers be encouraged to engage with data to address issues that are not necessarily driven by compliance and accountability objectives, but perhaps related to more personally meaningful issues? At the same time, how can teachers be encouraged to engage with data to address issues that are not related to learning, teaching, and instruction, but might relate to other aspects of their work (such as teachers’ well-being)?

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Rather than simply using data to overcome problems by ‘improving’ current ways of doing things, how can teachers be encouraged to use data to challenge and problematize the status quo (as Herman puts it, moving beyond seeing school data as a means of helping things run more smoothly, but also as a potential ‘perturbing’ source of prompting change?

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How can schools be provided with sources of data that are relevant to individual teachers’ work and classroom contexts? For example, what opportunities exist for teachers to unobtrusively generate their own data within their classroom practice?

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How can we widen the ‘user’ base of data in school? How can we support all teachers to engage in data work? Moreover, how can access to data be extended beyond interested teachers and administrators, and also students, parents, and other relevant community members who might also be able to use data for actionable purposes?

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Hey Mike! You brought up a good point about Attendance being one of our sources of data. Our Methods prof shared a good example of this the other night. She said a non-English speaking parent is coming in for a conference about her daughter’s grade and so she asked the student if their parent knows that she never comes to class and explained that she is just going to show them a printout of her attendance. That’s some pretty useful data!