October 13, 2014 Teacher eLC Time!
Diving back into Data Analysis!
Welcome back! eLC time for October 13, 2014
This week, we dive back into data analysis!
(HINT: RIGHT CLICK on links to open them in a new window!)
Victoria L. Bernhardt, who works with schools to help them identify their data and make decisions for students using that data, writes that "Schools can get a better picture of how to improve learning for all students by gathering, intersecting, and organizing different categories of data more effectively."
That's our continuing goal!
Last spring, your team worked on skills to identify daily your student learning data that would inform your instructional decisions for both feedback provided to students as well as the instructional pieces of the Announcements/Learning Blocks.
Student learning data is only one type of four types of data. Victoria L. Bernhardt defines student learning data as a "a variety of measurements—norm-referenced tests, criterion-referenced tests, standards assessments, teacher-assigned grades, and authentic assessments—that show the impact of your education system on your students." All impact student learning if we choose to see what our data tells us.
While we will use student learning data daily, this week, we are focusing on another type of data -- perception data. This is the kind of data that is gathered through surveys, interviews, and any other tools that gather a group's impressions and viewpoints. As Bernhardt states, "Student perceptions ... can tell you what motivates students to learn."
So this week, we will analyze the latest student survey data individually and collaboratively, using Rick and Rebecca DuFour's Four Critical Questions about student learning.
Let's go!
Why Analyze Data?
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Building the Collaborative Culture of a Professional Learning Community. In Learning by Doing: A Handbook for Professional Learning Communities at Work (p. 91). Bloomington, Ind.: Solution Tree.
By focusing on the "right things," we can impact student learning!
Please watch the video below!
Student Perception Data
Your Instructional Leader will copy the new eLC tab (October 2014) into your eLC Google document spreadsheet entitled, "YOUR COURSE eLC Reflections 2014 - 2015."
Using the October 2014 tab, reflect (Reflection #1 Week of October 13th) on this question after reading the first section and after watching Michelle's video: Why should we spend our time looking at perception data?
At NCVPS, we love to use Rick and Rebecca DuFour's Four Critical Questions when analyzing data.
Please watch this brief video from Rebecca DuFour where she describes the processes of collaborative eLC thinking (PLC for the f2f world) when looking at student data. (We are using a SafeShare link here because you are adult learners, not student learners.)
http://safeshare.tv/w/gFgEfnxCdO
Here are the DuFours' Four Critical Questions:
1. What do we want our students to learn?
2. How will we know if each student has learned it?
3. What do we do when some students don't learn it?
4. How can we extend and enrich the learning for students who have demonstrated proficiency?
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Building the Collaborative Culture of a Professional Learning Community. In Learning by Doing: A Handbook for Professional Learning Communities at Work (p. 91). Bloomington, Ind.: Solution Tree.
Using the October 2014 tab, reflect (Reflection #2 Week of October 13th) on this question: What was most powerful piece of information that you heard from Rebecca DuFour and how does this impact your thinking about the eLC?
NCVPS Student Survey Data
SPRING 2014 STUDENT SURVEY DATA
First, read through all the questions and percentage responses and jot down notes from areas that stand out to you.
Go back to Tables 1, 2, and 3. Let's reflect on these three tables first. We will look at the other tables next week.
Using the October 2014 tab on your team's Google doc, reflect on these questions:
Reflection #3 Week of October 13th: What does this data tell you?
Reflection #4 Week of October 13th: What does this data NOT tell you?
Reflection #5 Week of October 13th: What are the celebrations about the data?
Reflection #6 Week of October 13th: What opportunities for improvement does the data allow us?
Reflection #7 Week of October 13th: Take a look back at the Four Critical Questions -- how does your review of the data from the questions above connect back to these Four Critical Questions?
Wait a few days and come back to this document and read through your team's responses.
Reflection #8 Week of October 13th: What common ideas do you see?
This is an important reflection as it will help to determine your eLC's next steps that will be discussed next week.