What can I say - I love data! I love to collect it and look at it in many different ways. Still, data is only valuable if it's being used to help kids. We should never lose sight that children aren't numbers. Data should be used for their direct benefit.
Our district is working hard to put more data in the hands of teachers. Our district hasn't always had a strong data culture. The conversation has begun to turn. I'm now having more frequent conversations with administration to co-ordinate the integration of data into our culture.
3 comments:
Jenny,
I agree wholeheartedly with your assertion that children are not numbers. The unfortunate aspect of data is that many schools focus on the black and white nature of data, and lose sight of ethical considerations. Our students are unique in their interests and needs, and educators need to use data to spark learning and discovery in the classroom. I have found that data can help my department address some weaknesses in classroom achievement, and I think we are currently using the information with the students best interests in mind. Changes we are making will take time and must be implemented throughout the district. I often think about the limited writing skills of my students, whom I don't see until their junior year. As a former basketball coach, it is difficult to help players grow who have never learned the basic skills. By the time students are 17, they should have learned some basic skills in writing, or they shouldn't be passed along. Our district needs to analyze data and develop a district plan that builds on student writing skills throughout their education. The data does not lie or have agendas when it comes to student performance, and I hope the same can be said for the faculty at my school. :)
I wish I shared your love of data - to be honest, data sometimes frightens me when it is used to push agendas or twisted in it's interpretation to to support a particular viewpoint. In this regard, I have to second your opinion that data is only valuable if it's being used to help kids. Unfortunately I work in a district right now that is divided between doing what is right for kids and doing what is written in our contract. And, while I commend my administration for looking to data to help make informed plans, oftentimes a brick wall is met when it comes to teacher adoption of those same practices. I think some of this stems from the fear of "what will the data say about me as a teacher?" Has there been any discussion or action in your district to help allay those fears?
Interesting, what can you tell me about criteria based grading as a best practice??
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