Using Data to Support Teacher and Student Growth
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Using Data to Support Teacher and Student Growth

>>Teacher: I’m noticing twos across
the board, in all three areas, which really suggests a
need for a lot of support.>>Data drives everything that we do.>>Teacher: So which one
do you think is heavy?>>Student: This one here.>>It’s being in the classrooms,
observing and providing immediate support so that
every day, we’re learning and growing.>>Teacher: And a horse.>>Thomas: Educare is a network
of early childhood schools. We have 23 schools in about 15 states. Data utilization is one of the
principles for an educator network, and it’s really the idea of
focusing on data and using data to best inform your practice.>>Angie: A lot of people tend to shy
away when they hear the word data. But it’s actually looking
at what’s happening. We say that we’re high-quality.
We say that we’re ensuring that kids are kindergarten-ready. But without that data, how would we
be able to say that with accuracy? While looking at data, we
look at it different ways.>>Teacher: Okay. You stepped
inside of the elevator.>>Angie: Data from students is
collected daily via observation. Throughout the day, the
teachers are assessing the kids, walking around the centers,
engaging with the kids through conversations,
and they’re taking notes. Some teachers will have
little whiteboards that they’re taking the notes on. A lot of teachers also use their
iPads and they collect videos. We measure academics daily, as
well as socio-emotional growth.>>Thomas: Data may look like how the
child is able to manage their feelings. Data may look at the
cognitive side of it. How is he doing with his
alphabet recognition? How is he doing with
his color recognition? How is he doing with
his shape recognition?>>Student: I have 10 toes.
>>Teacher: Wow, that is a lot.>>Angie: Our classrooms, if you’re
walking by, it looks like a ball of fun. It looks like kids just
running around playing. It’s not stressful to the
kids. The teachers make sure that activities are tailored
so that it’s engaging. And so, those teachers are
actually, during quiet time, using anecdotal spreadsheets to write
notes on what the kids did that day, what they were actually
possibly struggling in and that’s how it’s all
kept and measured.>>Teacher: What is something
that you feed? One at a time.>>Angie: Our master teachers
are in the classrooms daily. And then, from those observations, our
master teachers will have what we call within the network reflective
supervision.>>Giselle: Ms. Annette?
>>Annette: Hi, Ms. Scott.>>Angie: Reflective supervision
is a scheduled time what we meet with the teachers and we can
reflect on what’s working and what’s not. We call
it glows and grows.>>Giselle: So you say you feel like one of your glows was your higher
order thinking questions?>>Annette: Yes.
>>Giselle: We talk about areas where you did well and what did that feel like for
you and how did you go about accomplishing that and maybe we can apply that strategy to
improving in some of the other areas?>>Giselle: What about
your grows in that area?>>Annette: Probably analysis and reason.>>Giselle: Analysis and reason?>>Annette: They actually help me think about I could have done
this instead of that. It helps me see where they
are and where they need to be.>>Annette: After I do this, maybe
I can either write the questions on sensing strips and have them with
me in front of me during circle time.>>Giselle: Okay.
>>Angie: Reflective supervision is always done in a supportive model.>>Giselle: Feeling good about it?>>Annette: Yes.>>Angie: We always say that
it’s never personal. Again, it’s always about the
kids and the families.>>All right, guys. So
this data dialogue, we will focus on staff development.>>Angie: The leadership team,
myself, along with my supervisors, we look at data and data dialogues. We talk about our class scores, we talk
about family support needs and from that conversation, we
determine what additional pieces of professional development
need to happen this year to ensure that we were successful.>>Annette: I have a question, guys.>>Student: Question?
>>Why do you think we count our bananas?>>Angie: All Educares rely
heavily on data-driven practices. This is what we need to do to
make sure that we’re high-quality, we’re always demonstrating
best practices and we’re always providing
what’s needed to make sure that the kids are successful
with their learning.

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1 thought on “Using Data to Support Teacher and Student Growth

  1. This is incredible! Tracking and reporting subjective data is a time-consuming and complex process. The time and effort that these educators are putting in to help their students is unreal. This is inspiring!!

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