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Jennifer BorigoliSupporting Effective Data Teams
Twitter: datadiva
Essential Question: Is there a best way
for schools to support the use of
data?
My personal essential question:
Can we reduce learning to a
number?
Do you honestly want to know what X exactly is? Is your life going to be improved by momentarily knowing what x is? No. Absolutely not. This whole problem is a conspiracy against hardworking American students. Let me tell you, solving for X right now is not going to stop the recession. It fact, it’s not going to do anything. And another thing. When have you ever had to know what is X is in your long esteemed professional career? Exactly. This is a futile attempt for “educators” in this district to boast of their student’s success rate. I am going to go the rest of my life not knowing what X is. Because what is X when you really think about it? A letter, the spot, two lines crossing each other. I don’t think anyone will ever really know what X truly is because the essence of X is beyond our brain potential. In conclusion, Harry S. Truman’s middle name was just the letter S, not an actual name. Now that is a letter that’s actually being utilized. See, you learned something, and it was not because of this logarithm. The End.
Guiding Question 1: What do good data do?
Data are...• “the compelling evidence that
grounds conclusions in actual results, not speculation” (Love, 2009)
• “Information output by a sensing device or organ that includes both useful and irrelevant information” (Webster)
• Regardless of definition, data – by themselves – have no meaning
In other words…
• Data are pieces of evidence that can provide you more information about your school’s curriculum, teaching and student learning
Data =
John Tukey (Statistician)
“Far better an approximate answer to the right question, than the exact answer to the wrong question, which can always be made precise.”
“There are no data that can be displayed in a pie chart, that cannot be displayed BETTER in some other type of chart.”
Albert Einstein
“Not everything that can be counted counts, and not
everything that counts can be counted.”
Is this a friendly universe?
Sherlock Holmes (Sir Arthur Conan Doyle)
“It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories,
instead of theories to suit facts.”
Who committed the crime?
Victoria Bernhardt
Based on whom we have as students, how they prefer to learn, and what programs they are in, are all students learning at the same
rate?
Many data teams...
Where did we fail?
It begins (and ends)
with questions
Mindfulness and Making Change
Creating new categories/Labeling and relabeling
Being open to new information
Being aware and seeking more than one perspective
Focus on process rather than preoccupation with outcome
Communities for Learning 2011
To what extent are the data we collect and use aligned
with what we value in teacher and student learning?
ARCS Page 3• Alignment• Representation• Culture• Sustainability
ARCS activates, supports, deepens and/or mends a school’s ability to become a self-sustaining, self-improving, empowered learning organization.
Representation
Whose perspectives and voices do we include when
we determine what students know and can do?
Sustainability
What data are we using to measure our ability to
become the school we want to have?
culture involves…
What people value
What theydo What they
produce
Culture and the Dispositions of Practice
The Dispositions of Practice are abiding tendencies
whose development will support and deepen a
school culture that embraces an intelligent use
of data
Dispositions• Focus individuals and the school
on things that matter• Assess our growth as individuals
and as a school• Improve how we communicate,
what we do and what we produce
LCI, Ltd. (2009)
CollegialityInvolves having members:• learn with and from
others• act on the belief that
learning and working with others increases their expertise
• produce work that results from engaging in collaborative learning and problem solving
Related data question
What could you do to ensure that your conversations
about data enable you to truly learn with and from
each other?
Data literate
Data shy
“Less than 20% of teacher preparation programs contain higher level or advanced courses in assessment design or instructional data analysis.”
Inside Higher Education, April 2009
Supporting Collegiality• Protocols– Round-Robin– First Word, Last Word– Say Something
• Ground Rules– “Everyone has an equal voice, regardless of
title or background knowledge”
• Language– What inferences might we draw?– What are some conclusions we might
explore?
LCI, Ltd. (2009)
Commitment to Expertise
Involves having members:• refining and expanding
their knowledge and skills
• disseminating their knowledge and expertise within and outside the school
• engaging in learning and work that addresses school or other organizational needs
Related data question
What protocols are in place to ensure that all
educators in our community become
proficient data users?
LCI, Ltd. (2009)
Commitment to ReflectionLooks like members:• thinking about their
thinking and learning to set goals, assess and understand themselves, their work and their school
• sharing their thinking to develop and evaluate it
Related data question
When and how do teachers reflect upon
the data they collect?
LCI, Ltd. (2009)
Commitment to Understanding
Involves members:• pursuing questions
and developing their understanding of ideas, concepts, etc.
• using research and evidence
• accessing multiple perspectives
Related data question
What guiding questions frame our data collection,
analysis, and plan implementation?
LCI, Ltd. (2009)
Courage and Initiative
Involves:• discussing
uncomfortable topics or issues, including own values and questions
• accepting the discomfort that stems from the need to change
• seeking or accepting new or unfamiliar roles, responsibilities or challenges
Related data question
Do we collect the data that are useful or do we collect data that are easy to collect?
LCI, Ltd. (2009)
Intellectual Perseverance
Involves members:• considering ideas or
questions for a period of time to improve their work
• revising and revisiting work and thinking to improve it and to reach high standards
• withholding the need to finish work before it’s the best that it can be
Related data question
What role do multiple measures play in
confirming or challenging findings from one data
source?
Am I healthy?
Text to 22333
Collegiality
Expertise
Reflection
Understanding
Courage and
Initiative
Intellectual Perseverance
1 - 5 106627 106681 106687 106693 106694 106695
6 to 10
107364 107365 107386 107412 17413 107449
more than 10
107364 107365 107386 107412 107413 107449
Quantitative Analysis
Protocols
#1: High, Medium, Low Analysis#2: The Tuning Protocol#3: Standards in Practice™#4: Wows and Wonders
Here’s What!Specific facts
or information
(data)
So What?Interpretation
of the data
Now What?Implications/
New questions,
data sources
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