Standard 6 - 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.

EVIDENCE OF COMPETENCY

Artifact 1: "How to Understand & Apply Data in a Classroom Setting" Poster STANDARD 6a, 6c

ARTIFACT DESCRIPTION

I created this "How to Understand & Apply Data in a Classroom Setting" poster to help my colleagues understand the difference between qualitative and quantitative data, how to securely gather and analyze student data using the ADDIE method (6a), and how to use this data to support student learning. This artifact is meant to take teachers through the what, why, and how of using data to support student learning in a clear, concise, and visually appealing manner (6b).

IMPLEMENTATION

The implementation of this artifact was fairly simple. After creating this poster in my master’s program, I gave it to my administrator who disseminated it to the teachers at my school. Teachers can have it printed as a poster or they can save it as a digital reference that can be accessed at will.

IMPACT

The impact of this artifact is still being felt at my school. This poster is an easy reference point for teachers to refer to when they are utilizing data to make decisions about their students' learning. This poster not only helps teachers interpret quantitative and qualitative data (the goal of standard 6c), but it also gives them actionable guidelines and a model for how data can be analyzed and utilized to support student learning (the goal of standard 6a). For this reason I have chosen it to represent my proficiency with standard 6a & 6b. I am proud of this artifact because teachers have praised the streamlined design and report using it on a regular basis.

Visual Design Assignment - Buchler 518a(56) (1).pdf

Artifact 2: Case Study: Impact of Online Video Tutorials on Student Achievement & Motivation STANDARD 6b

ARTIFACT DESCRIPTION

. The artifact I chose for 6c is a presentation based on a semester long case study I created with two other teachers from my Master’s program. This case study examined the impact of online video tutorials on student achievement and motivation. The teachers tracked the data to examine the impact of the change in instructional strategies, but the use of the online tutorial system also allowed students access to real time data about their progress and growth (6c).

IMPLEMENTATION

This case study was implemented over the course of 3 units. The students of this case study are taken from a Geometry class at Paramount High: Senior Campus. The class has 32 students. There are 14 males (3 African Americans and the rest are Hispanics) and 18 females (2 African Americans and the rest are Hispanics). Student test scores were evaluated pre and post intervention and students were given a pre and post survey on their feelings towards math before and after the introduction of online tutorials into the curriculum.

Case Study Presentation

IMPACT

The positive impact of this case study is evident from the data we collected. On average, the students in the case study showed improved test scores after the intervention. Students reported being more motivated and engaged with the online curriculum because it provided them immediate feedback and a chance to remediate and learn at their own pace. The use of the new learning system allowed “students to use learning data to set their own goals and measure their progress.” This is the exact goal of standard 6c and it is why I chose this artifact to demonstrate proficiency. Additionally, this artifact has helped me and my fellow teachers to become better at utilizing qualitative and quantitative data to make effective changes in curriculum and pedagogy in real time.

Reflection

I feel that I am proficient with all aspects of standard 6, being a “Data-Driven Decision-Maker.” The poster I created explicitly demonstrates to teachers the difference between qualitative and quantitative data (the goal of standard 6b). It also provided teachers with an overview of the ADDIE model which details how to analyze data to improve student learning (the goal of standard 6a). Additionally, the poster explains the importance of providing students with the collected data so that they can play an active role in measuring their own goals and progress (the goal of standard 6c). I also chose a case study presentation as my artifact for 6c because the case study was conducted in a real classroom and the use of data to support student learning yielded real positive results. By implementing an online tutorial system (Khan Academy), we were able to provide students with real time feedback and data which allowed the students to measure their own progress and to take ownership of their learning goals. I felt that this success with real students was a better indicator of my proficiency with standard 6c. Overall, I feel that I am an effective “Data-Driven Decision-Maker.”

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