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
The Data Overview project asked us to collect disaggregated data in the subjects of math and reading, per our school’s strategic plan, to assess our progress. By viewing the data, it allowed me to assess our strengths and weaknesses as a school, and to use this as a basis for presenting the progress we are making. The Data Overview also allowed me to show how our data compared to the district and the state. I collected the data, disaggregated the date, and created the data overview. This artifact will help me as a technology leader, to help guide me on how to use data to present to our school’s faculty and administration to use in the future.
Standard 2.8, Data Analysis – has 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. This artifact helped me practice the tools and strategies needed for a technology leader to collect, analyze, and interpret data that can be used to facilitate change and communicate that to a school’s faculty, administration, and other stakeholders. This artifact shows that I can effectively model as a technology leader, the skills needed to analyze, interpret, and ultimately intervene if needed, initiative needed in an educational setting. My Data Overview is a very positive and promising artifact for my school, but different settings and different initiatives, lead to different findings and different initiatives. Analyzing and interpreting the data at McClure has led me to see gaps that exist and has been the foundation for many projects that I would like to enact as a technology leader. Without me being exposed to these projects and the findings that they lead to; I would not be as prepared as I am to model change in my school and beyond.
By completing my Data Overview, I was able to learn how to use data in a more informed way. By disaggregating data, I was able to break it down in a strategic way and see how the data may be affecting progress that we as a school wish to see changes. One change I would like to see is more of an emphasis on educational technology, and how these technologies can help differentiate and improve our individual pedagogies. Although I know math and reading are important, as seen nation wide, I still believe that as a school, we are lacking intitatives that will help improve computational thinking and problem solving regarding our students. I feel initiatives like STEM and Project Based Learning are just as important to students in the future as math, let’s say. Still, the Data Overview shows that we are doing good things as a school, and the project will help me in my career as a technology leader.
The work of creating this artifact directly impacts both teaching and learning. By noting the work being done by our school and the initiatives that we have implemented, we have a better foundation to analyze and measure the work that is being done each day in the classroom. We can see the impact of our initiatives by see the progress made in our standardized testing and how well we are using the disaggregated data to remediate and focus our attention on our students.
References
Cobb County School District. (2018, August 6). 2018-2020 CCSD TECHNOLOGY PLAN [PDF]. https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/5/CCSD%20Technology%20Plan.pdf.
Georgia Department of Education. (2019, August 26). 2018-2021: 3 Year Technology Plan [PDF]. https://www.gadoe.org/Technology-Services/Documents/Technology%20Services%203%20Year%20Plan%20REV%2008_26_2019.pdf.
Love, N. (2008). The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry. Corwin Press.
Middle School. (n.d.). McClure Middle School 2018-2019 Strategic Plan [PDF].
https://sbcobbstor.blob.core.windows.net/media/WWWCobb/medialib/2b664214021.pdf.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).
Standard 2.8, Data Analysis – has 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. This artifact helped me practice the tools and strategies needed for a technology leader to collect, analyze, and interpret data that can be used to facilitate change and communicate that to a school’s faculty, administration, and other stakeholders. This artifact shows that I can effectively model as a technology leader, the skills needed to analyze, interpret, and ultimately intervene if needed, initiative needed in an educational setting. My Data Overview is a very positive and promising artifact for my school, but different settings and different initiatives, lead to different findings and different initiatives. Analyzing and interpreting the data at McClure has led me to see gaps that exist and has been the foundation for many projects that I would like to enact as a technology leader. Without me being exposed to these projects and the findings that they lead to; I would not be as prepared as I am to model change in my school and beyond.
By completing my Data Overview, I was able to learn how to use data in a more informed way. By disaggregating data, I was able to break it down in a strategic way and see how the data may be affecting progress that we as a school wish to see changes. One change I would like to see is more of an emphasis on educational technology, and how these technologies can help differentiate and improve our individual pedagogies. Although I know math and reading are important, as seen nation wide, I still believe that as a school, we are lacking intitatives that will help improve computational thinking and problem solving regarding our students. I feel initiatives like STEM and Project Based Learning are just as important to students in the future as math, let’s say. Still, the Data Overview shows that we are doing good things as a school, and the project will help me in my career as a technology leader.
The work of creating this artifact directly impacts both teaching and learning. By noting the work being done by our school and the initiatives that we have implemented, we have a better foundation to analyze and measure the work that is being done each day in the classroom. We can see the impact of our initiatives by see the progress made in our standardized testing and how well we are using the disaggregated data to remediate and focus our attention on our students.
References
Cobb County School District. (2018, August 6). 2018-2020 CCSD TECHNOLOGY PLAN [PDF]. https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/5/CCSD%20Technology%20Plan.pdf.
Georgia Department of Education. (2019, August 26). 2018-2021: 3 Year Technology Plan [PDF]. https://www.gadoe.org/Technology-Services/Documents/Technology%20Services%203%20Year%20Plan%20REV%2008_26_2019.pdf.
Love, N. (2008). The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry. Corwin Press.
Middle School. (n.d.). McClure Middle School 2018-2019 Strategic Plan [PDF].
https://sbcobbstor.blob.core.windows.net/media/WWWCobb/medialib/2b664214021.pdf.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).
