“Data-driven” schools need teachers who know how to use information on students’ learning to improve teaching, writes June Kronholz on Ed Next. Some schools hire Achievement Network (ANet) to teach teachers how to use data.
During the data meeting, teachers pored over a form called an “item analysis template”—downloaded from the ANet web site—that forced them to think through the test questions that had given their kids the most grief. “What were the misconceptions” that led so many students to choose the wrong answer, the form asked them to consider. What groups of students missed the answer? What did students need to know to get it right?
Next, they worked through a “reteach action plan,” also downloaded from ANet. How was the lesson taught originally, the form asked. How and when would it be retaught, and to whom—the whole class, a small group, individual children?
After reteaching, teachers give a short quiz to see if the new lesson was effective. Then they discuss the results.
Schools in ANet’s network model their teaching practices to other schools, asking teachers, principals and instructional coaches “to help one another figure out how to reteach a troublesome lesson,” Kronholz writes.
There’s lots of detail in the story on how this works.
Few teacher education programs prepare future teachers to use assessments to improve instruction, concludes the National Council on Teacher Quality in a new report. Only three percent of programs surveyed adequately prepare future teachers to use performance data to improve instruction, the report concluded. Another 24 percent were rated “partially adequate.” One program out of 180 “prepares candidates to work collaboratively to dissect, describe, and display data that emerge from both in-class and standardized assessments.”