Data Analyst: Guiding Data Analysis

The learning team leader guides challenging conversations about classroom practice and student learning using data (including student work).
Made by Teaching Matters
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About this Micro-credential

Key Method

The learning team leader will purposefully plan a team meeting focused on data analysis, effectively lead the meeting using specific protocols or guidelines, and follow up with team members to ensure the collective execution of next steps.

Method Components

Plan

Prepare for the meeting:

  • Determine the purpose and intended outcome of the meeting.
  • Plan agenda/select appropriate protocol.
  • Select student work or set of data and format the material so that it is clear and accessible to teachers.
  • Notify the Teaching Matters coach about when the learning team leader expects to lead the meeting, or plan to videotape the meeting.

Lead

Lead a team meeting:

  • Lead conversations about classroom practice and student learning using data.
    • Guide team to use evidence from student work/data to identify student learning gaps and instructional gaps.
    • End with concrete and appropriate next steps relevant to classroom practice.
  • Document key learning gaps, instructional gaps, and next steps.

The meeting must be observed by a Teaching Matters Coach or videotaped and shared electronically.

Follow up

Ensure that team members follow through on actions determined in the meeting.

Research & Resources

Supporting Research

Resources

  • Learning Team Leader Guide: “How to Lead for Impact: A Guide to Support Learning Team Leaders in Facilitating Effective Professional Learning Communities.”
    http://bit.ly/1Tnkxfw
  • Strengths and Gaps T-chart: Use this t-chart with teams to note student strengths and challenges related to an assessment.
    http://bit.ly/1nsgQah
  • Notice and Wonder Protocol: A protocol for analyzing data both descriptively and inferentially.
    http://bit.ly/21TLlZM
  • Item Analysis Protocol: This is a protocol for looking at multiple-choice item data to identify areas of student need in any content area.
    http://bit.ly/1LN2axU
  • Grouping Students: Use this protocol to analyze student work to identify purposeful student groupings and students in need of different levels of intervention.
    http://bit.ly/21hPRLK
  • Looking at Student Work Protocols: Multiple protocols for looking at student work in teams.
    http://bit.ly/1M3sUoR
  • PLC Ongoing Action Plan: A tool to record meeting agendas, notes, and team goals, in order to support the process of continuous improvement.
    http://bit.ly/1puCTib
  • Sample PLC Meeting Agendas: A set of sample agendas for PLC meetings.
    http://bit.ly/1nsh7K9

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for each component assessed in Part 2.

Part 1. Overview questions

(300-word limit for this section)

  • Describe your team:
    • What is the composition of your team? (teachers’ grade-level(s), subject area(s), etc.)
    • How often did your team meet?
    • Please identify yourself in the video submitted (i.e., person in red shirt).
  • Describe the data set:
    • What specific data set did your team analyze?
    • What data reports/evidence did you provide to your team during the meeting?
  • Provide context for this meeting:
    • How does today’s meeting relate to the ongoing work of your team? For example, was it one meeting within a cycle of inquiry? A periodic checkpoint to assess progress? Please elaborate on how this meeting connects to your team’s work in general.

Part 2. Evidence/artifacts

Please submit the following evidence/artifacts:

  1. A video showing you leading a team meeting focused on data analysis. Please submit no more than 10 minutes of video, either by choosing a portion of the meeting or by clipping together relevant segments that align to the scoring criteria.
  2. The written agenda that structured the team meeting, including time for all necessary steps
  3. A written summary of the key learnings identified during the data analysis meeting and the next steps the team has decided to take. This can take the form of a set of notes articulated after the meeting, or it can be the team’s authentic documentation of their findings and next steps during the meeting on an agenda document such as the PLC Ongoing Action Plan (see link below) or a data analysis template such as the Strengths and Gaps T-chart (see link below)

PLC Ongoing Action Plan link: http://bit.ly/1puCTib

Strengths and Gaps T-chart link: http://bit.ly/1nsgQah

Items 2 and 3 can be submitted as separate documents, or combined into one document.

Your artifact submission will be assessed based on the downloadable scoring rubric below. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.

Part 3. Educator reflection

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

  1. Why did you choose to analyze this particular set of data?
  2. Was your team successful in linking data to instruction (by identifying instructional gaps and next steps), monitoring student learning, or evaluating progress? How do you know? What remains challenging?
  3. Reflecting on the outcomes of this meeting, what will be the team’s next steps?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

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

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