Data Driver

Learning team leader facilitates the use of research, assessments, and data for improvement, resulting in educators on the team successfully applying key learnings in their classrooms and documenting student progress related to the student learning goals.
Made by Teaching Matters

About this Micro-credential

Key Method

Learning team leader synthesizes team’s key learnings and next steps from the use of research, assessments, and data, and documents progress made in teacher practice and student learning.

Method Components

Review team’s work over time

  • Review the artifacts you submitted for the micro-credentials that you have already earned in this stack (Assessor, Data Analyst, Goal Setter, Researcher).
  • Review the “next steps” that the team committed to as a result of the work toward each of these micro-credentials.

Identify progress in teacher practice and student learning

  • Follow the thread of the work of your team (what happened when you implemented “next steps”?)
  • Identify how the work has advanced classroom practice and corresponding gains in student learning (based on gains in grade-level average performance data).
  • Document student progress either through a clear narrative describing specific quantitative gains OR a spreadsheet/report from a data tracking system clearly showing student progress across multiple assessments (a baseline and benchmark, or pre-unit and post-unit assessment, for example). See the artifacts section below for further guidance on documenting student progress.

Research & Resources

Supporting Research


  • Learning Team Leader Guide: How to Lead for Impact: A guide to support learning team leaders in facilitating effective professional learning communities.

  • PLC Coaching Plan (Sample): Possible coaching plan for PLC work during a unit or module of instruction.

  • End of Unit / Cycle Assessment: A short survey for teams to assess their progress at the end of a unit or cycle

  • PLC Implementation Plan: A tool for planning the implementation of team goals.

  • PLC Ongoing Action Plan: A tool to record meeting agendas, notes, and team goals in order to support the process of continuous improvement.

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must earn all of the following micro-credentials: Data Analyst, Assessor, Goal Setter, and Researcher. You must also receive a passing evaluation for Parts 1 and 3, and a “yes” for each of the criteria assessed in Part 2 below.

Part 1. Overview questions

(300-word limit for this section)

  1. Please describe your team:
    • What is the composition of your team? (teachers’ grade level(s), subject area(s), etc.)
    • How often does your team meet?
  2. Describe the assessment used to evaluate student progress toward team’s goal: What assessment did the team use to gauge student progress?
  3. Describe the team’s process for analyzing its results: How did the team use the results of this assessment to critically analyze student progress?

Part 2. Evidence/artifacts

Please submit the following evidence/artifacts:

  1. Teacher work showing that the teachers actually implemented the “next steps” from previous team meetings in their classrooms. Teacher work must be submitted for at least two classroom(s).
    Possible artifacts:
    • Annotated lesson plans from two or more classrooms that contain activities and checks for understanding clearly related to the team’s inquiry cycle goal OR
    • Two short video clips of teachers on the team implementing strategies relevant to the team’s goal in their classrooms
  2. Student work/data that shows that on average across the grade, students were assessed and made progress in targeted skills or standards after classroom implementation of “next steps.”
    Possible artifacts:
    • Narrative describing and documenting specific quantitative student progress achieved by the team, on average, across the grade OR
    • Spreadsheet or report from data tracking system with student achievement data from two assessments—one at the beginning of the unit and one at the end of the unit, with growth related to a standard or performance criteria evident
  3. Common Assessment used by the team for the purpose of assessing student progress across the team.

Part 3. Reflection

Submit a written reflection of the experience of leading the meeting and the outcomes, answering the following questions (150-350 words):

  1. How has your use of research, assessments, or data advanced classroom practice (in at least two classrooms)? What specific practices are demonstrated in the classrooms that reflect the work done by the team?
  2. Provide a summary of the team’s analysis of student progress on targeted skills or standards. Critically assess the extent of the progress, key learning and instructional gaps identified by the data, and the team’s next steps for addressing these.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
Requirements for Data Driver
How to prepare for and earn this micro-credential - in a downloadable PDF document

Ready to get started?