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So what is the proper perspective for a website and a discussion regarding classroom data? Remember that what is contained within these pages, taken separately and without thought to how it fits into your existing or desired system, will have varying degrees of success from improving the performance to making things worse in this part of your system. As you read about these tools keep in mind: |
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- These tools, suggestions, and approaches are not "the" answer but "an" answer and perhaps a place to begin to squeeze out better performance from your existing system or as one of the staples of a newly designed system.
- By reading and digesting this information you will "know" more about data tools and their applications but you won't "understand" them until they are put into practice in your context and situations and then examined as a part of that larger system.
- Make sure that teachers only spend time collecting learning and instructional data that is meaningful, important, and aligned to your standards and benchmarks.
- Know your school, your teachers and your students and make your data decisions appropriate to their needs.
- Where possible, think larger and larger scale. Move data analysis to classroom, grade-level, building-level and district-level where and as appropriate. This helps advance the feeling and belief that everyone is responsible for every student's learning. It also provides opportunity to build deeper understanding among your faculty.
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| Tools for Improving Instructional Data & Feedback |
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