When teachers are supported to understand and analyze this information in a nonjudgmental way, meaningful actions and learning can occur helping them feel confident and even energized by data discussions. As many schools begin their work with Karen Powers from Solution Tree on effective PLC meetings, they will start to see how such support enhances their data analysis and to drive improvement. This post, from NWEA, will share seven steps for empowering teachers to analyze and use student data.
1. Broaden the definition of “data”
When we hear "data," we often think of standardized test results, but data encompasses much more, including daily learning checks, assessments, and student work. Consider using the term "learning evidence" instead of "data" to keep the focus on supporting learning. This shift not only aligns educators' actions with their core purpose but also empowers students to document their own learning, fostering a stronger teacher-student partnership.
2. Categorize what type of learning evidence is being analyzed
In many schools, data analysis focuses on summative assessments like state or national tests, which measure what students have learned by the end. While valuable, it’s easy to draw conclusions too quickly. Shifting focus to formative assessments, which monitor learning progress in real-time, can empower both teachers and students. These assessments, which might include student work or growth tools, help teachers adjust instruction and motivate students to keep learning without the pressure of grades.
3. Clarify what is being assessed
Data coaching often goes wrong when there's a misunderstanding of what’s being measured, leading to misaligned instructional goals. For example, a teacher who used free writing based on benchmark data, mistakenly thinking it assessed grammar, when it actually measured the ability to draw conclusions from texts. To avoid such missteps, it's crucial to fully understand what assessments measure before setting goals, ensuring strategies are properly aligned.
4. Make observations about the data without assigning “whys” too early
Approach data analysis with a "noticing" mindset, avoiding quick conclusions based on biases or assumptions. Instead, focus on observing the data fully before making inferences. I often use a T-chart with "Observations" on one side and "Inferences" on the other. During discussions, I encourage colleagues to share what they see without jumping to conclusions. This method helps us stay neutral and focused on learning evidence, rather than labeling data as "good" or "bad."
5. Make inferences about the data
After fully exploring the information, educators can start making inferences based on their observations. Encourage them to explain the reasoning behind their inferences, using additional learning evidence and classroom experiences. If an inference isn’t clear, note any questions that arise, as these can guide future action steps.
It is also acceptable not to have an inference. In that case, make note of questions. These questions can also inform the action steps teachers can take.
6. Focus on what is within one’s control or influence
Educators can easily become frustrated by factors beyond their control, and while it's important to advocate for better conditions, dwelling on these issues during learning evidence discussions can lead to a sense of defeat. For example, after making progress, teachers might become discouraged if the conversation shifts to things like students’ prior learning gaps, absences, or state standards. While these concerns are valid, focusing on them limits what can be achieved and leaves teachers feeling powerless. Instead, refocusing on areas where teachers have control or influence helps create a realistic and productive plan. Simply asking, "Do we have influence or control in this area?" can guide better decision-making and ease the burden of uncontrollable factors.
7. Determine next steps based on the information
After completing the previous steps, teachers are ready to plan the next actions. To guide their decisions, they can ask:
- What goals can we set within a specific time frame?
- What actions are needed to achieve these goals?
- Who on the team is responsible for each action?
- How can we monitor our progress?
Teachers can revisit these plans to track effectiveness and student responses. Additionally, sharing the plans with students helps them understand the goals, learning paths, and the evidence they'll gather along the way.
By following these seven steps, educators can transform learning evidence analysis into a powerful tool for improving instruction and student learning. Focusing on learning evidence, making thoughtful observations, and targeting areas within their control, teachers can develop actionable plans that align with their goals. This approach not only fosters a more effective learning environment but also empowers both teachers and students to take ownership of the learning process.
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