Pukekohe Kāhui Ako
Te Huarahi Ako Kia Ora Tōnu
Learning Pathway for Life
Welcome to the TLRI - Data Coaching information page
Zooming out and zooming in on student mathematics data: Developing teacher data literacy to enhance teaching and learning
Introduction
While teachers and schools have access to an increasing range of data, a challenge lies in how to use data to support student learning outcomes. The Zooming project aims to understand how to develop teacher data literacy as a process that involves ‘zooming in’ to use data to inform teacher action with classes and individual students, and ‘zooming out’ to consider student data collated across a Kāhui Ako. Using a design-based implementation research approach, we will explore the nature of effective development and support for teachers as data coaches of their colleagues as a means of developing a culture of proactive data use
The project research questions
The project has three foci: data literacy in action in the classroom, data coaches as change agents and teachers analysing cross school data.
The research questions for teachers using their data literacy to take action in their classrooms are:
What kinds of insights and classroom actions do teachers plan for as a result of zooming in and zooming out on student data at the individual, subgroup, and class levels? (RQ1)
What impact, if any, do teachers think their planned actions have on student learning and achievement of mathematics ideas? (RQ2)
What are students’ thoughts and experiences about being more involved in monitoring and progressing their own understanding through the use of assessment data? (RQ3)
The research questions for the TLRI teachers working with colleagues as data coaches are:
What does it mean to act as a data coach in a Kāhui Ako school? (RQ4)
What kinds of materials and protocols support teachers to develop and act effectively as data coaches for colleagues in their own schools, and what are the enablers and barriers for this role? (RQ5)
The final set of questions addresses the outcomes of teachers zooming out to analyse cross-school data:
What insights are afforded when teachers collaborate to ‘zoom out’ through analysing data from across their school/s? (RQ6)
What materials, protocols, and ways of working support critical and constructive data sharing, analysis, and interpretation within and across schools? (RQ7)
Conversation Protocols
Conversation Protocol Page 1.pdfDefinition of Teacher Data Literacy
The teachers have developed and are revisiting regularly a definition of what is involved in data literacy. As of February 2020 this definition is as follows, it echoes key aspects of those developed elsewhere:
Data literacy involved collecting/gathering data, analysing and understanding it and then using this understanding to take action. It includes the knowledge needed to decide if data is worthwhile and or valid and the ability to share information to different groups (children, other teachers, principal, BOT, whānau etc).
Schools Involved in TLRI
Pukekohe Intermediate School
Pukekohe East School
Buckland School
Paerata School
Puni School
Ararimu School
