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.
6b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
This document was created as a handout to inform teachers on qualitative and quantitative data collected at Center of Gravity (CoG) preschool in Pleasant Hill, CA. The preschool serves children ages 2 years 9 months through Kindergarten. The intention of the document is to give on-boarding teachers a sense of how data collected is shared and used specific to CoG.
Visual Design Assignment.pdfThe document was created in collaboration with CoG administration and the final product was presented to CoG administration. It is now being considered for adoption. Ideally, this document would be shared during a professional development day for adoption by the team. After the current team has a strong understanding, this document would be introduced to new staff during new teacher orientation.
The intended impact of this document is to clarify the use of student data to inform curriculum decision making. The goal for CoG is to further cultivate the culture of documentation and data use to inform curriculum decisions and goal setting for both teachers and students. CoG is dedicated to creating a culture of data-driven decision makers by using state standards and assessment. This document will help establish that culture by providing information and guidelines for teachers to better understand the types of data and collections that are possible. I also hope to use this document as an example for other
Creating this document helped me better understand and explain qualitative and quantitative data in a concise way so that I can support educators to interpret qualitative and quantitative data to inform curriculum decisions and support differentiated learning (6b). I hope to use this document to support educators and leaders as they collect and analyze student data (6a). The purpose of this assignment was also to better understand graphic organizers and design elements which I also think will be helpful as I continue to create learning guides for teachers.
Understanding qualitative and quantitative data collecting and interpreting is important in teaching because of the potential for positive impact on student outcomes. The more teachers can drive their decisions based on the needs of their students, the better they can prepare lessons that support learning where students need it most. This is why I'm excited to grow in the Data-Driven Decision-Maker standard and keep them in mind as goals to reach for as I coach and facilitate learning with teachers.