Data Conversations – worth the time?

At a recent leadership meeting we discussed several articles on the value of data conversations. One of the articles posed a question around gathering data on the different levels of implementation of curriculum in individual classrooms and the need to assess gaps in implementation and teacher knowledge so that resources [ I presume professional learning resources] could be allocated to move the school forward. It put forward the notion that data walls were one way questions could be raised by teachers to probe about gaps in knowledge.

The second article raised questions when discussing data around teacher beliefs that all children can learn given enough time and support and that equity meant in raising the bar and closing the gap those student who needed additional support got it – as opposed to a view that everyone gets an equal share [of support].

Both articles were clear that the conversations around data did not improve teaching [or student learning] unless they sparked a better understanding of sound teaching practice and or curriculum content and a will to make learning better for all students.

These conversations at the leadership meeting altered my thinking about school structures and professional learning and changed that night’s staff meeting when we looked at the the national testing data [NAPLAN] for our year 3 and 5 students. This time we drilled down into what spelling or reading comprehension strategies in particular did the students do well in [validates current instruction] and where do we need to improve. The old saying is that you need to do something different to get a different response as doing the same will just produces the same results.