Thank you for embarking on this journey. This course falls under the category Classroom Instruction. A teacher’s job involves making very important decisions from moment to moment that will lead students to success or failure. Imagine having a friend to support you with your decision making. Data is that friend who is going to help you strengthen your teacher practices to give your students the best. Through this course, we will examine the need to be data driven in our instruction as teachers. We will also understand how the collection and use of data makes us better teachers. Finally, we will learn multiple methods to collect student data that is holistic in nature.
Standards
This course meets the following standards:
- Teaching As Leadership Standards
a. C-2 Identify student habits or actions most influencing progress and gaps between student achievement and big goals
b. C-3 Isolate the teacher actions most contributing to key aspects of student performance by gathering data (e.g., using the TAL rubric) and reflecting on teacher performance
c. C-4 Identify the underlying factors (e.g., knowledge, skill, mindset) causing teacher actions
d. C-6 After a cycle of data collection, reflection and learning, adjust course (of big goals, investment strategies, planning, execution and/or relentlessness) as necessary to maximize effectiveness
e. E-6 Evaluate and keep track of students' performance on assessments so that the teacher and students are aware of students' progress on academic, behavioural and investment goals
- CENTA Standards:
a. SA.2.1b: Ability to quantitatively and qualitatively analyze assessment data.
b. SA.2.1c: Ability to derive insights on common and student-specific misconceptions through assessment performance analysis.
c. SA.3.1a: Ability to identify teaching strategies to address common and student-specific misconceptions for different topics.
