Recently, George Couros wrote a blog post titled “From Data Driven to Evidence-Driven.” George brought up several superb points, one including this, “If we are going to change the way we teach, we need to also change how we assess, not just what we assess.” I agree with this thought process- As we become more innovative, we also need to let that innovation flow into everything we do as teachers: Teaching, learning, collaborating AND assessing.
I similarly read another post on Evidence Based Practice from the Data Science Association that I found especially informational. Within this post, Walker says that the three reasons why Data and Evidence Based Practices are not effectively used are due to ineffective talent, processes, and technology. Though Walker was referring to how these reasons were applied in the business world, I find it fascinating to figure out how we can cross over approaches.
We all believe as educators that being student focused is our first and most important compass. What we do day-to-day should be all about students, not the data. However, I do think that data often has a bad reputation in the educational sphere. I venture to say the problem is not with the data, the issue is HOW we use data ineffectively. We lack vision on where we are going with the data, which leads us often unequipped to analyze the abundant information headed our way. I believe there is a place for both data and evidence-based practices to have a happy marriage in education. Although, in this post, I will stay focused on leveraging data, some of the principles can apply to evidence practice as well.
Leveraging Data to Support Students
If you do not have a vision or purpose for why you are using data, then it is usually done in a trivial and lackluster fashion. If this occurs, change your path and ask yourself: “What are we trying to achieve?” and “Why are we interested in data?”
If data does not truly help teachers teach and students learn, then no one will ever find value in it, and rightfully so. To find value, begin viewing data as an asset, rather than the “end all, be all.” Whenever data is the main word mentioned in meetings or in e-mails, students and staff will be immediately disengaged. No one gets inspired by data alone, but data is informational when used properly.
As a Mentor Teacher and Technology Integrationist, I used Google Forms to track my day-to-day plans with teachers. With the data, I was always able to view in pie graph form and in charts how often I met with each teacher and team in the building, future plans we had for instruction, which subjects and standards we integrated technology with the most, and reflections on the lessons. All of this curated information was easy to insert and view, which allowed me to take action to meet with teachers in a timely and meaningful manner.
Sometimes when data is collected, it feels like you are tracking anything and everything there is to track, which can be enormously ineffective. The best kind of data is purposeful and targeted for optimal results. Similarly, think of your intentions as you collaborate with students and staff: Through the data, do you hope to make small instructional changes or to have huge radical changes? Your answer can guide your plan.
Once you have the foundations covered, it is crucial to have conversations with your staff and students to determine how often data will be collected and maintained. Be proactive and clear. Teachers want to feel prepared to plan and teach adequately with the data they receive, rather than always wondering when the “data is due.” Make the data management and maintenance process as streamlined as possible.
Also, will students track goals and progress? Students love to see their own personal successes and to share them with you, others, and their family. I always loved embedding goal setting into everything I did with my middle school students. After inviting students in on the journey with me, they would keep me in check. If I went a day without talking about goal setting, they would say, “Ms. Welty, you forgot to talk about goal setting today!” Moreover, they always created such fun and creative ideas to track and visualize goals and visions for the classroom.
This subject is almost never talked about, but it is essential. Teachers and principals spend so much time working with improper technologies, infrastructures, and operating models that make data analysis time consuming and frustrating. Once the data is collected, the technology should do as much of the work as possible to sort, organize, and tell the story.
I hope we can begin spending more time on reflecting, planning and determining how to develop better instruction for our kids, and less time dealing with faulty systems and processes.
But, with fields like Data Science booming, there is a lot that will continue to change for data in the future. The skill-set needed in this area, and in big data, is in HUGE demand. Over the next couple of years, I am eager to see how developments in this area can directly benefit school systems.
What does your infrastructure look like at your school and what programs or tools do you use to track data and progress?
In the digital age we live in, we need to stay focused on our people first, while still keeping an eye to how data will change and how platforms will integrate better with technology over time. With collaborative apps like Google Apps for Education and student reflection video services like Recap, I see a bright future where data is not always a number and students have more agency.
As Carly Fiorina says, “The goal is to turn data into information, and information into insight.” By focusing on insight gained rather than data or information alone, we can take the action that will help our students soar to new dimensions.