Data-Driven Decision Maker

Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.

6A. Assist educators and leaders in securely collecting and analyzing student data.

6B. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

6C. Partner with educators to empower students to use learning data to set their own goals and measure their progress.

Mentoring_Project.mp4

Impact: Prior to this experience, I had not been the mentor in this type of one-on-one relationship. I have previously been mentored by other teachers who were experts in the content area that they teach and I found that to be an incredibly powerful relationship. I was so excited to have the opportunity to work with someone as a mentor. This gave me the opportunity to utilize some of the skills that I had been honing during my work in the CSUF Ed Tech program. It also gave me the opportunity to experience being able to be there for someone else when they had questions or concerns. It felt incredibly empowering to be the person that somebody else looks to for information and support.

Artifact Description: This artifact is a presentation I developed as the result of a mentoring partnership I took part in during October of 2021 for the EDEL 590 course of the CSUF Ed Tech program. I mentored May Sung, a second-year teacher at Tustin High, who felt that she wanted to learn how to implement technology into her English Language Development class in a meaningful way. Ultimately, we decided to focus our efforts on collecting, analyzing, and using data to help measure student progress.

Implementation: The process of mentoring started off with meeting with May and discussing what our goals were for the relationship. One of the major goals that we came up with was that she wanted to find a way to collect and analyze student data to inform her teaching practices and also give the students a look into the progress that they were making. We ended up developing a Google Sheet which would collect student grade data, as well as notes submitted on a Google Form from the student’s other content course teachers. This resource became an incredibly powerful tool that allowed her to track student progress. She also began to implement biweekly meetings with her students to discuss the progress that they were making and gave them a space to create their own short-term and long-term learning goals as a result of seeing their progress. We continue to meet about the work that she is doing with her ELD students and looking at how she can continue to use technology to collect and analyze student data.

Reflection: As one of the younger teachers on my campus I can often struggle with a bit of imposter syndrome. It is hard to feel like an expert or someone who could be a mentor. Having the opportunity to assist another educator in her goal to collect and analyze data shows competency in indicator 6A. I was able to personalize her support and work with her to find all of the grade data that she wanted to know about her students. In working with May, I also had the opportunity to show competency in indicator 6B. We worked together to interpret the grade data from her students as well as the observational data contributed by students’ other teachers. This process allowed my mentee to communicate trends with her students and make decisions that informed her instructional practices, such as increasing reading support. Additionally, I demonstrated competency in indicator 6C by working with May to implement biweekly meetings with her students where she shared the data that we had collected with the students. They were then able to make short-term goals about what they wanted to accomplish before their next individual meeting and long-term goals about what they wanted to accomplish before the end of the semester.

Overall Standard Reflection

Overall, I feel that I have adequately displayed competency in standard 6 through my mentoring relationship. In starting this as part of a project for the CSUF Ed Tech program, I was able to explore thoroughly how data-driven decisions can influence what is happening in the classroom. Through our earliest conversations, my mentee made it clear that collecting and analyzing data was something that she currently struggled with. It was also something that I felt confident in my ability to help her start to perfect. We met weekly to discuss how we could safely collect student data in real-time. This was especially important since we wanted to make sure that the data we were using to make decisions was an accurate reflection of students’ progress in their classes. Together we collected data through a Google Sheet which aggregated information about students’ grades, as well as observational qualitative data inputted by students other teachers. This process demonstrates my competency in indicator 6A. Following the collection of both quantitative and qualitative data, May and I were able to determine that her students required additional support in reading. Most of her students were struggling with these skills. As a result, she was able to plan her lessons around reading strategies for fluency and comprehension. This process shows competency in indicator 6B. Lastly, in working together to help share the collected data with students I demonstrated competency in indicator 6C.

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