Posted in Education, Mindfulness, New Teachers, Teacher Traits, Teachers, Uncategorized

Time to Reflect

Reflection is a very effective form of professional learning, one we aren’t always good about as educators. It always seems as if we need to move on to the next unit, the next activity; and little time if any is taken to reflect upon what we’ve learned.

A few years ago, I had the opportunity to work with a principal who was AMAZING about reflection. He had a theater background, and was a big fan of the “post-mortem”. While the term may seem morbid, the process can often breathe new life into what we are doing. Basically, once a large task is complete, the group meets and reflects upon what went well, and what needs to be improved upon.

In wrapping up a large event in my current position, I send a Google Doc to everyone who was involved, and give them editing rights. I ask them to answer four questions:

  • What were our successes?
  • How do we ensure future success?
  • What can be improved?
  • How can we improve it?

From there, we then meet to discuss what was recorded, and see what adjustments we can make.

Spring is a time of renewal. Even on cooler days, the sun is warm when its shining, and any rain falling is purposeful. It’s efforts are seen in green grass and sprouting flowers. Time flies! Take some time in this season of renewal to “stop and smell the flowers” –  reflect on your actions so far this year to prepare for those last weeks of school and beyond.

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Posted in Data, Education, Interventions, New Teachers, Teachers

Data is Coming

Teachers have an enormous amount of data to sort through. A seriously enormous amount of data. With testing season beginning for many, teachers are about to get even more data on their students. Here are some examples of data teachers work with on any given day

  • Test and quiz results – From state and local standardized tests, unit tests, benchmarks, common assessments, class assessments
  • Warm-ups and exit tickets – Often collected on a daily basis
  • Checklists – Data collected by teachers to monitor student mastery of letters, sounds, sight words and other skills
  • Anecdotal data – Notes on student progress, logs documenting parent communication
  • Discipline records – From student behavior charts, copies of office referrals written

…and this was generated after only a few minutes of brainstorming!

Keeping this amount of data organized and synthesizing it into something useful within a timeframe which would have the greatest impact on student achievement.

Amazingly, little research exists on the concept of teacher management of student data. However, there are lots of blogs out there which discuss solutions for managing student data. Once again, amazingly, the majority of those blogs don’t discuss leveraging technology to manage student data. A few things to keep in mind if you want to be a master of your class data.

Know what data you are responsible for collecting

In most cases the big data like state and district assessments will be gathered and sorted by members of your administrative team. Hopefully your administrator will have discussions with you about your data throughout the school year and provide guidance on what you are looking at. While this is important data to understand, as it can show where your students begin, where they may at mid-year, and how they end

The key to leveraging student data to improve academic achievement is to make sure you are aware of the data you collect, your data collection is purposeful, and you use the data in a way which has a positive impact on student achievement.

Be Intentional With Your Data Collection

The process of collecting data should be meaningful. For example: Don’t give an exit ticket just to give an exit ticket. That little bit of data can tell you a whole bunch about a student’s progress, but only if you have the time to go through it. Furthermore, if you aren’t adjusting your teaching based on what you learn from that exit ticket, you are wasting your time for having just gone through them all, and the student’s time to complete it.

Be Transparent With Your Data

It can sometimes be scary when sitting in a PLC meeting reviewing results of the last assessment your team gave and you notice your scores are lower than that of your colleagues. You have two options: lie or learn. You can sit there and lie about how your students did, or learn from the scores. What techniques did your colleagues use that you didn’t? What suggestions can you get for grouping your students for remediation? What if you all did poorly, and had to evaluate the whole lesson? You may sometimes feel as frightened to fail as your students do. Don’t be. Share your results, make adjustments to your instruction, and move on.

Data isn’t going away anytime soon. If you make data analysis part of your regular routine, you will get better at it; and that will translate into your instruction.

Posted in Education, Hattie, New Teachers, Teacher Traits, Teachers, Uncategorized

You make an impact

There are sooooo many factors out there which impact student achievement. There’s this guy out there named John Hattie who was able to identify 138 of them. Once he identified them, he gave them a numerical value. Anything receiving a numerical value of .4 or greater made a significant impact. I’m sure you can probably guess some of these factors.

Here are a few which come up in conversation more than others:

  • A teacher’s education – Dr. Hattie gave this a .41. It definitely has an impact.
  • A student’s motivational state – .42 – Higher value than a teacher’s education.
  • A student’s beliefs, attitudes, and dispositions toward learning – .47 – pretty good compared to that .41

Looking at the research from this perspective it would appear a student’s belief in their own potential has a greater impact than the amount of education their teacher has…that would be correct.

Let’s look at this from a different perspective. Remember when I said Dr. Hattie indicated anything at a .4 or higher indicated significant impact? Here is another figure for you:

  • A teacher’s belief in themselves they can accomplish the job, and can exude that confidence in front of a group of students, has the highest impact on student achievement. 1.57 – way above a .4!

This is why, as an administrator who sat on the opposite side of the table during teacher interviews, I learned not to give priority to the amount of education a teacher has, rather to their passion for teaching and belief in children. A teacher can have all of the content knowledge in the world, but none of that matters if they can’t connect to children.

The coming weeks are going to be hard. It’s a long haul between now and spring break. You will make it though! Just remember: Believe in your students, believe in your team, believe in yourself!!!