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Why Teachers Must Be Data Experts
J. Morrison’s take on being a data expert was quite interesting. I agreed on some of her
views because I have experienced them. The way she breaks down looking at data takes my
interest because it’s not looked as another THING a teacher has to do. We have the power to
use the data to our benefit. Data is helpful in educating a classroom and I will use it to create my
own data collection thanks to her positive excerpts.
Using the data as a resource, as she mentions, helps with communicating effectively to
the students and the parents. This in turn, creates a line of positive communication when
educating students that keep all parties on the same accord. I am interested in collecting the
data and using it effectively in my teaching style. I also, like the concept of data being a “blind
date.” I like data at the beginning of a semester because of my eagerness to find out where  the
students are to help me be an effective teacher.

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This article discloses many important perspectives, but these are the 2 that resonated with me.

First, data is not summarized in a one size fits all standardized test. Teachers are constantly collecting data in the form of personal relationships, class/student participation, classwork, homework and assessments.

Secondly, using this year round data in conjunction with standardized test scores can better inform my teaching practice. Analyzing data can help me understand how to modify lesson instruction and or implementation to ensure students have the best opportunity to achieve or exceed DEPSA’s academic standard. Unfortunately, it does not specifically disclose learning disabilities in those who struggle to meet the standard.

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Why teachers must be data experts

The first point that stood out in the article to me was “Teachers will take the initiative on this kind of self-coaching if administrators and teacher leaders facilitate three essential changes in how teachers approach data. Teachers must begin to realize that data includes more than end-of-year standardized test scores. View collecting data as a way to investigate the many questions about students, teaching

Practices and learning that arise for any committed teacher.

As a new teacher/interventionist I feel that this is appropriate after being trained on how to read my data reports on a weekly basis, I can now analyze the needs of my students individually based on subject matter. Data helps you teach growth in what students know and can do at any given time. Also it points to areas of achievement.

Secondly point in the article I found interesting was “Data, More Than Test Scores”. As stated, “data can be interpreted in many different ways”. I feel that standardized test is an unreliable measure of student performance.

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The first point that stood out for me was about the teacher having an ongoing collection of data that the teacher uses to guide their instruction and the development of the students.  This is something that is done throughout DEPSA.  The second point is that teachers need to discuss data and be able to ask questions.  By doing this we as teachers can grow as both data collectors and coaches when it come to analyzing and reflecting on the data with other teachers.

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The first point that stood out from the article for me was how "when teachers don't embrace an idea or mandate, it's often because they feel overburdened". I think this is one of the most pressing issues when it comes to using data effectively because it takes going above and beyond all the other duties already imposed upon the teacher and asks them to do even more, often in their own time. What I think could be helpful is to have a standardized way to analyze data per school,  as well as what the article states which is "there must always be a point to what administrators ask teachers to do with data" because otherwise it doesn't get prioritized.
The second point I was interested in was how data and data management actually requires a viewpoint and paradigm shift where teachers find "workable ways to gather, analyze, reflection and discuss data" when it doesn't seem like an extra burden. I feel like that could be much more integrated and will lead to the second step which is being able to ask "uncomfortable questions about the nature of standardized testing, school goals and leadership".

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My two takeaways from the article, " Why Teachers Must Be Data Experts."

First, in the third paragraph of the article, it discusses how to use the data teacher receives. This aligns to DEPSA's data driven teaching because it requires teachers to analyze, reflect, and to discuss the data that is taking place. The data teachers are getting is occurring through out the day and being data driven requires teachers to use the data to form instructions to help meet the needs of our students.

Secondly, the other key point that resonated with me is not using solely standardize tests to gather data, because there are other mediums of collecting data. To be a data driven school, we should be using other forms of data to analyze, compare, and discuss when meeting the needs of the students. Not, focusing on the end of the year tests but other measures of data

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My two takeaways from the article, " Why Teachers Must Be Data Experts."

First, results from almost any assessment can be of great benefit to students, provided they are used to make instructional adjustments. And the shorter the amount of time between assessment and adjustment the more powerful its effect on learning.

Secondly, the article resonates with the DEPSA norm of collecting data and utilizing it in providing effective feedback. It is an everyday practice to collect data in order to improve student learning. In my opinion creating more opportunities for generating evidence about what our students have, and have not learned, and provide effective feedback to students is beneficial. Also, the data should be shared with students on a regular basis. The students keeping track of their data would ensure them to become confident learners and take the ownership of their learning. The teacher can guide them in adapting learning strategies to continuously improve and reflect back on their learning process.

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These are some good reflections so far, I agree with most of you, however I do not agree with teachers should not be held accountable/responsible for their data.  The data is a reflection of the instruction of the teacher, which for me would have me reflect on my instruction and what can I do as a teacher to improve the data.  Data should not be looked at as an excuse for what is not happening in the classroom.

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I article about data connects with a lot of the systems and norms we already have in place at DEPSA. The article mentioned teachers taking ownership of their data instead of having coaches/admin. I think this looks different for every teacher. Most teachers collect data all day every day with their interactions with students and make changes throughout their instruction to meet the needs of their students. I think this is an example of how teachers not only take owernship of their data but use it to guide their instruction.
The second part of the article that connects with our DEPSA norms are the discussions about data. Whether it’s on data day, during a PLC, during feedback meetings or even with a team member, we have a lot of conversations about our data and what it means for our students.

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I had couple take ways from “Why Teachers Must Be Data Experts:

First, I agree with Helchowki, that data should be collected and used more than just at the end of the school year with standardized tests.  This data can only tell use how a student is achieving on a specific day. What if that student did not get enough sleep the night before? What if that student did not eat breakfast? Data should be collected throughout the year that can be used to improve student learning. An end of the year test cannot be used to improve student learning.

Secondly, I agree with author when she says, “When teachers don't embrace an idea or mandate, it's often because they feel overburdened: They don't see the time or need for a new professional love interest.” The author even says that she did not fee comfortable with data until she was an established teacher. There needs to be time allowed for data analysis. Plus, teachers may also be reluctant because the data is not showing improvement even though they are following the plan they created. Which means more time is needed to talk with other teachers about the data and reflect on how to improve teaching.

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What really stuck with me from this article when it says that data is much more than just data from the end of the standardized tests. Data is everywhere. From the first day of school until May, every action a student accomplishes can shed light on how they are doing.

This also led me to think about how the random data can point to achievement. There are many ways to assess how a kid does in school besides test scores.

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Here are my two take aways from the article, "Why Teacher Must Be Data Experts".

First, I found some of the questions from the article beneficial to my own teaching. Frequently asking myself, "are my students demonstrating growth in learning?" and/or "what do I need to change to accelerate growth?" can help me discover a new way of thinking of my own practice, as well as, a base for my future designing of assessments. It is a way to reflect and grow as an educator, to better my students and their data scores.

Second, I found importance on the part of the article that talked about dialoguing with data. Having group discussions about the data collected and analyzed helps teachers connect their day-to-day teaching with deeper reflections. As a new educator, having a space where I can ask questions to better understand data and discuss the trends I see in the data, can be helpful to clear up any misconceptions on my end, or the students' learning.

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My two take aways from the article. " Why Teachers Must Be Data Experts"

First,  I identify with thinking about what questions I would  ideally like to ask to myself improve the classroom conditions, instruction, and repertoire of interventions. I agree that data is everywhere.  While thinking of new ways to improve on my own practice and assessments geared to assessing targeted outcomes.

Second, the article  mirrors what we do at DEPSA with the coaches, and the collaboration of teacher sifting through data within the PLC's, data day, grade level meetings, and the feedback meetings.Conversations about data is always present along with moving that information into our teaching practices to help close the gaps with in our respective classrooms.