2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact: Data Overview
Reflection
In this artifact, I created a data presentation for Central High School. I designed the presentation to be presented during pre-planning in order to begin discussions on how to improve student learning. Data presented included school demographics, graduation rates, CCRPI, and Milestone End of Course tests. The presentation included guiding questions to be used to jump start departmental discussions. During the planning stages, I framed myself in the context of a data coach.
While I have served on the leadership before and as a math teacher am interested in data, this was my first time purposefully collecting all the school data into a presentation.
I was able to model and facilitate the effective use of digital tools (presentation software, graphing software) and resources to collect and analyze student achievement data, interpret results and communicate findings. Through the presentation, I would be able to lead discussions and suggest appropriate interventions to improve instructional practice and maximize student learning. Additionally, I think some design elements could be adjusted to make a better presentation.
Since I relocated, I was unable to help present the presentation myself, but I was able to provide my copy for adjustments to be presented to the faculty during pre-planning. Hopefully, the presentation would lead to some discussions among teachers of new strategies to implement (and some that are not working to remove) in order to increase student learning. If successful, next year’s data presentation should begin to tell a different story of this school.
In this artifact, I created a data presentation for Central High School. I designed the presentation to be presented during pre-planning in order to begin discussions on how to improve student learning. Data presented included school demographics, graduation rates, CCRPI, and Milestone End of Course tests. The presentation included guiding questions to be used to jump start departmental discussions. During the planning stages, I framed myself in the context of a data coach.
While I have served on the leadership before and as a math teacher am interested in data, this was my first time purposefully collecting all the school data into a presentation.
I was able to model and facilitate the effective use of digital tools (presentation software, graphing software) and resources to collect and analyze student achievement data, interpret results and communicate findings. Through the presentation, I would be able to lead discussions and suggest appropriate interventions to improve instructional practice and maximize student learning. Additionally, I think some design elements could be adjusted to make a better presentation.
Since I relocated, I was unable to help present the presentation myself, but I was able to provide my copy for adjustments to be presented to the faculty during pre-planning. Hopefully, the presentation would lead to some discussions among teachers of new strategies to implement (and some that are not working to remove) in order to increase student learning. If successful, next year’s data presentation should begin to tell a different story of this school.