1. We have to start using common assessments.
Only in certain pockets are our teachers really collabroating, other than that they sort of work on their own islands. We have to get them to talk across the grade level and maybe even see what the others are doing. This will allow for standardization before standardization. It can also help produce a richer more reliable data set on our students. This brings me to step 2...
2. I can't be the only one who
They hate it. They see my charts and just look away. But, I think that has to do with how data has been used in the past. I suppose I have to be very upfront, clear, and obejctive with HOW I am using that data, invite them along to do it with me, and then support them as they do it alone. This being my second year at my school, I think that they feel more comfortable with me than they did previously. I think that this is my opportunity to strike!
3. Review my data and my observations together...
What trends across both the quant. and qual. do I see? How might they compliment or differ from one another? As a coach, I really get a chance to get in rooms and do some nitty gritty work. I just have to make sure that the teachers UNDERSTAND my findings to the depth that I do (a lot of times I think they think I am just that nerdy math chick).
4. Have an agenda and push it.
This is my work to own. I have to really find one thing, one area to focus on and push it for a while. I think I might be too scattered in my steps and things I want them to try and do. But, if I focus on one type of instruction, one task, one area and get them on board, I should be in better shape.
Thoughts folks?
Kolt,
ReplyDeleteData can be scary because it is sometimes difficult to understand and often highlights areas of improvement with little direction on how to improve. Framing the data, putting it into perspective (how did the county do) and making it more manageable is a great first step.
Then, like you said what does this mean for teaching? Where did they thrive and in what ways can they improve. You can do it! I'm sure statewide milestones data is scary.
It sounds like you have a clear plan outlined. I think to increase trust, it is important to talk from "the same side of the table" (phrase coined from Brene Brown). They have to know you have their backs, that you see the work they're doing, and that you believe the GA Milestones is only one measure and is not a reflection of them as people or professionals. It sounds like yo recognize their hard work, so are there other ways to build bonds and trust with them? Maybe small group sessions? Maybe find out what THEY want data on? Trust is key to uniting the team and knowing data is not a weapon but a tool.
ReplyDeleteAt my school, I always feel we have to take "baby" steps. We have teachers who will admit things like "I need a class to show me how to turn on my Chromebook!" Yes, we go back to the basics quite a bit. There has to be some fun ways to work with data and show staff how to use it. I LOVE surveys. I think you can make them fun and I think they are often very telling. Maybe start small, do a fun/crazy activity with some basic data. Show them why you love it, get them hooked and then implement the harder stuff. Hang in there. You have an important job and it sounds like you are very good at it!
ReplyDeleteKolt, I echo the above comments, and add this: as you present your teachers with the data, ask them for the story that isn't presented in the results. Ask them to guide you in framing the data as thoroughly as possible. Was there something significant that caused the results to turn out this particular way? Why did these kids succeed while these kids did not? This may open up the potential for laying blame outside of the classroom, but it might be an avenue by which the teachers can see that data is just one piece of a much larger puzzle that will eventually help them to do their jobs better.
ReplyDeleteKolt-It sounds like you are on the right track. If you can REALLY get data to tell a story, that can be powerful for all teachers. Supporting the data with anecdotal stories certainly strengthens your case.
ReplyDeleteNick