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Posted by:
Sally Harrison
K-12 Classroom teacher
Lynnwood, WA
Topic:
Three Major Sources of Data
Message:
We have three primary data sources that inform our decisions about professional development.
First, we look at student performance. We review data from assessments based on our District Curriculum Frameworks, which detail not only what students should know and be able to do, but also the types of classroom-based products and performance that assess the core learning targets and the performance standards for those targets. In addition, we review large-scale data, both district and state assessments, standardized tests such as Iowa Tests, and criterion referenced tests such as the levels testing system and the Washington State Assessment of Student Learning (WASL). We provide central support in collecting the student performance data and share those data with each school. Then our Superintendent's staff members visit each school, sitting down to discuss with school staff members both the celebrations and the challenges. We discuss what different groups of students are doing. For example, we may focus on how we are both accelerating support for students not progressing and challenging students who have met standards. We may focus on how students, whose primary language is not English (some of our schools have up to 25 languages spoken), are progressing.
A second use of data for informing professional development is through the review of building goals. We are a shared-decision making district and each school has the autonomy to develop instructional programs in response to their learning community's needs. Each of our 34 schools develops goals that focus their early release or non-student days so that continuous improvement in school climate and safety and in student learning is accomplished. Sometimes, schools will join together by levels (elementary, middle or high) or by K-12 pathways in order to develop common language or expectations, or to participate in professional development opportunities from experts both within and outside of the district.
Finally, we use data from each individual teacher's self-assessment, part of our new evaluation system. This system is based on our education association's work to develop professional teaching standards. As each Curriculum Framework for students was developed, teams of teachers developed a framework articulating what teachers should know and be able to do, modeled after the National Board work. This self-assessment process brings to the conscious level each teacher's learning needs, which may then be linked to the building goal, to the district direction, or to more individual needs that are best met through advanced study with a university.
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