Coats stood her ground, but her resolve made her a target. The administration soon followed though and handed her a non-renewal notice. I was also five months pregnant with my second child.
Why Teachers Must Be Data Experts Jennifer Morrison An award-winning teacher proposes three attitude shifts that would help teachers learn to love data.
Data connect me to my students and their learning, push me to high levels of reflection on my practice, and spur me to engage in dialogue with colleagues, students, and parents. Unfortunately, most teachers do not share my view of data as a resource that helps them teach better; many experience it as unfamiliar or threatening.
Districts and administrators are trying to help teachers stay afloat by setting up lanes and lessons in the pool and by coaching or sometimes haranguing teachers to the finish line of yearly data-crunching exercises.
Although coaching teachers in using data helps them feel less overwhelmed by it, if teachers are ever to use data powerfully, they must become the coaches, helping themselves and colleagues draw on data to guide student learning, find answers to important questions, and analyze and reflect together on teaching practice.
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 include 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. Talk with one another about what data reveal and how to build on those revelations. I had to come to these realizations myself before I achieved my happy partnership with data, which did not happen until well after I had established myself as a teacher.
Data, More Than Test Scores When it comes to teaching, I disagree with British physicist Lord Kelvin, who said, "When you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind.
The concept of data encompasses many kinds of information that help teachers know their students, and themselves as practitioners, in depth—and data can be interpreted in many nuanced ways.
James Popham is correct that teachers—and most administrators, I would add—are not assessment literate. And we should be. Remaining unaware of the range of assessments and how to use them and accepting frequently inadequate standardized tests as the single measure of success is irresponsible.
Getting Beyond Data as a Blind Date For most teachers, getting acquainted with data happens as a kind of blind date. They come to a faculty meeting, and the principal introduces the data. Some schools use data coaches to facilitate the teacher-data relationship. Even if a coach helps teachers connect their student learning results with other kinds of data that reveal the how and why behind those results, data can still feel like a strange, unwelcome presence.
The core problem is that none of this is initiated by teachers themselves. When I consult with school administrators and district personnel who are excited—sometimes hyperexcited—about getting teachers interacting with classroom data, they inevitably ask, "How do I get my teachers interested in data—especially the unmotivated ones?
There must always be a point to what administrators ask teachers to do with data. Connecting Data to Questions Questions and dialogue are key concepts here.
I tell administrators that they should first urge teachers to think about what questions they would ideally like to ask to improve their classroom conditions, instruction, and repertoire of interventions.
It helps to discuss with teachers the dangers of making assumptions about students and their learning.
Too often, questions about data in schools originate with administrators and district office personnel. Teachers feel no ownership or curiosity other than, Did we make our scores this year? Teachers cannot take the lead in data mining until they pose their own simple, measurable, and relevant queries.
This module was in demand. With NCLB pressures, principals and districts were looking for ways to help teachers focus on learning results, and teachers were looking for ways to make sense of all the standardized data being dumped on them.
We field-tested the module with a group of teachers and administrators representing schools of all grade levels across North Carolina who were attending summer workshops at the North Carolina Teacher Academy.
Participants set up data notebooks and shared them with one another. We kept requirements for the notebooks open-ended but had teachers note three dimensions of any data they recorded: For example, a teacher might record results of a survey he or she gave parents that gathered their impressions of the learning environment.
Prodding teachers to collect meaningful data on their own ensures that they will begin to ask questions, as I found out when I put together a sample data notebook.
In the process of collecting, analyzing, and reflecting on information about my classes, I stepped outside my assumptions and understood students more clearly.
I discovered a new way of thinking about my practice, but better still, the process caused me to ask such questions as, Are my students demonstrating growth in learning?
To satisfy these wonderings, I had to design assessments that would gather the information I needed and analyze the results, sometimes rethinking my methods as a consequence.
I now routinely identify questions and secure data that shed light on those questions as I teach. After 10 years of teaching 8th graders in an urban middle school, this past school year I began teaching high school seniors in a small rural setting.
I wanted to know many things about my new students: I sought a clear read on these questions through surveying my students, asking students to write reviews of their own learning and work products, mapping and analyzing trends in their grades, and even looking at their standardized test scores.2 U.S.
Department of Education Additionally,professional development is increasingly seen as a systemic process that includes the development of all individuals involved . Meditation Is Not What You Think: Mindfulness and Why It Is So Important [Jon Kabat-Zinn] on alphabetnyc.com *FREE* shipping on qualifying offers.
Welcome to a master class in mindfulness. Jon Kabat-Zinn is regarded as one of the finest teachers of mindfulness you'll ever encounter (Jack Kornfield).
Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development. Teachers are important because they not only provide instruction to children in one or more academic areas, depending on the grade level, but they also stand as an additional source of encouragement in the life of a child. Given the socioeconomic and family unit challenges that face so many students. The Importance of Teachers. 73% of teachers agreed that, “Too often, classroom teachers trained to recognize high-ability and in how to respond are especially important. Regular classroom teachers are the school's first line in the identification process for these high-potential, but not yet, high-achieving students.
He has been teaching the tangible benefits of meditation in the mainstream for decades. For students to achieve a comprehensive, well-rounded education, integrated teamwork on several fronts is vital.
Teamwork is necessary between students, between students and teachers. May 03, · To celebrate this important occasion, SheKnows Media gathered a group of kids from its Hatch program to talk about their teachers and the life-shaping role they play.
As one girl sums up, "Our. Why Teachers Must Be Data Experts. find answers to important questions, 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. Why Teaching Is Still The Best Job In The World. Why Teaching Is Still The Best Job In The World. TeachThought. We grow teachers.
PD; Search; in relation to other similarly creative and important (and not so important) vocations in our society. But that is not why teachers teach. So few teachers go into the vocation for the salary – it.