From ITEC 7305 Data Analysis and School Improvement, I gained many valuable skills to be a leader in my school. I gained an understanding for how to use data to determine, monitor, and access a student-learning problem. I learned how to create, train, organize, and run a data team. I found out how much data surrounds me daily: student work, formative assessments, benchmarks, summative assessments, etc. I discovered what a powerful message data can convey, especially when displayed in a graphic form. I gained more advanced skills in using Excel to make visual representations of data. I learned how to take this data to lead deep discussions based on observations and inferences. Overall, I gained a deep appreciation for the value that data can and should play in guiding school initiatives and programs.
While I learned much from each field experience, I most valuable experience was the data overview. Through the data overview presentation, I collected, analyzed, and summarizes demographic and performance data for my school. Since I was using my school’s data and applying what I learned from class, this assignment was meaningful and authentic. I gained a deep understanding of the school community as well as its strengths and weaknesses. I can use the knowledge that I gained to guide my instruction.
I plan to continue using classroom formative and summative data to monitor my own students’ progress and learning. I will use strand data to see what standards I must readdress. I will also closely monitor achievement gaps in order to provide any remediation. I will also continue to be an advocate around the school for our at-risk students. I have volunteered to be on the data team at my school, so I hope that I can use my knowledge and skills to increase student learning school-wide. I don’t foresee any potential challenges in implementing data-driven dialogues in my school or PLC, since my school already heavily encourages the use of data to drive instruction. However, if I do encounter resisters, I can use the data team and collective inquiry approach to encourage them.
While I learned much from each field experience, I most valuable experience was the data overview. Through the data overview presentation, I collected, analyzed, and summarizes demographic and performance data for my school. Since I was using my school’s data and applying what I learned from class, this assignment was meaningful and authentic. I gained a deep understanding of the school community as well as its strengths and weaknesses. I can use the knowledge that I gained to guide my instruction.
I plan to continue using classroom formative and summative data to monitor my own students’ progress and learning. I will use strand data to see what standards I must readdress. I will also closely monitor achievement gaps in order to provide any remediation. I will also continue to be an advocate around the school for our at-risk students. I have volunteered to be on the data team at my school, so I hope that I can use my knowledge and skills to increase student learning school-wide. I don’t foresee any potential challenges in implementing data-driven dialogues in my school or PLC, since my school already heavily encourages the use of data to drive instruction. However, if I do encounter resisters, I can use the data team and collective inquiry approach to encourage them.