KIM Chart Journal Club

Name: Rhiannon Berardi

Reading: Data Driven Teachers

Author: Scott McLeod, J.D., Ph.D.
Date: May 2005
Complete the following chart, based upon the five most salient Key Concepts in the reading for you.

Key Concept
List the key concepts discussed
in the article, one concept per
for.

Information
What information will help you remember this concept?

Using data on student performance to make decisions about instructional

Data-driven decision-making (DDDM) planning
has been shown to lead to improvements
in student learning and achievement as All about results (student learning)
well as teacher satisfaction.
Teachers evaluated based on student achievement
DDDM is not the same as NCLB.
Government initiatives attempting to
enforce research-based best-practices for
education often have serious problems
but that doesnt discount the researchbased best practices. Those practices are
still good and should be implemented
regardless of govt mandates.

DDDM has 5 major elements

Fed govt can only do what it can do to enforce things because its too far
removed from day-to-day reality. But if empirical data is empirical data if
it shows that something is a good practice, then its probably a good
practice, regardless of whatever the govt is saying or doing. (common
sense)

1. good baseline data

teachers use multiple measures/indicators and understand
how and when to use different types of data to understand
student performance
administrators provide access to GOOD raw data (collecting
and disseminating) and proper training in analyzing data
2. measurable instructional goals

Memory clue
Draw a visual that will help
you remember this key
concept. (NOT REQUIRED)

SMART goals: Specific, Measurable, Attainable, Resultsoriented, Time-bound

i. e.g. The percentage of third grade students scoring at
level 3 or higher on the state math test will increase
from 64% in Spring 04 to 82% in Spring 05. Focus
areas: Number Sense, Computation, Measurement
ii. 6 components:
1. measurable baseline (64%)
2. measurable target (82%)
3. specific time-frame (Spring 04-05)
4. specificity about what is being assessed (3rd
graders level 3 or higher)
5. specificity about method of assessment (state
math test)
6. focus areas guiding future action needed to
reach learning target (Number sense, etc)
Teachers work towards only a few strategic goals each year
(opposite of inch deep and mile-wide) teachers less
stressed, students learn better
Admins model by setting organizational SMART goals. Also
assist teachers in setting classroom goals
3. frequent formative assessment
teachers collect good formative data and work
collaboratively in professional learning communities to
analyze and use data to identify and implement appropriate
interventions
Admins support (provide time and opportunity) and train for
collaboration among teachers/staff for intervention planning
4. professional learning communities
5. focused instructional interventions
for 4 and 5, see frequent formative assessment above

Puts a tremendous amount of pressure on teachers and teachers therefore

DDDM is a total paradigm shift it is
require a tremendous amount of support, especially since this is all still a
critical that teachers and support staff get relatively new way of doing things in many districts and for many teachers.
the adequate training, prof. dev., and
support they need to make changes
For each element teachers and principals have equal responsibility
happen.
teachers have the responsibility of implementing DDDM in the classroom
(i.e. accessing and using data to inform practice in ways that increase
student achievement), but principals and higher-level administrators must
work with and extensively support teachers and other staff within each step
of the process so that teachers can effectively implement DDDM.
Teachers and Admins have to be positive and know that they can affect
positive change in student achievement, even if its just a little at a time.
Teachers must shift their mindset and accept greater responsibility for
student learning
Teachers should work with admins and curriculum experts to implement
instructional practices and then follow-up with action research projects to
evaluate those practices. Admins should connect teachers to the resources
they need to do this.
Teachers and Admins must work towards data transparency share student
performance data, even the bad stuff, with students and parents, as well as
with coworkers so that students AND educators can improve. Teachers
should view data (even the bad stuff) as feedback and opportunity to
improve, not an indictment and Admins should foster an environment that
supports that kind of openness. Teachers must be able to feel safe sharing
data and receiving feedback.

If its not working, why are we doing

it?

Teachers and admins must always think:

- Is this working?
- if its not working, why are we doing it?
- what can we change to make this work better?
Risk-taking sometimes you have to try something totally new to get better
results

Go beyond the status quo

Chunking long-term (overwhelming) goals into minute, concrete, shortterm goals