Building Ownership Through Student Data

Essential Question:

How can mentors effectively guide novice teachers through analyzing student data to build a capacity for ownership?

Goal:

To equip mentors with tools to assist mentees through the process of building the capacity of ownership of student data to impact student achievement

Objectives:

Analyze student data
Provide data driven instruction
Provide professional learning that supports student learning

Activity

The Role of Mentors

Mentors should assist the mentee in analyzing student data and providing data driven instruction by:

Establishing a trusting relationship.
Having open non-judgemental conversation.
Developing “positive deviancy” between the mentor and mentee.
Establishing a consistent time for data discussions
Assist mentee’s in getting to the root of the problem revealed in student data by making student learning transparent.
Be open to share your data as well thus revealing your successes and shortcomings in congruence with that of the mentee.
Guiding student data ownership assists in growing mentee’s capacity to improve their classroom instruction
“Collaboration among teachers in each step of the data-based inquiry process can maximize the benefits of data use by helping teachers share effective practices, adopt collective expectations for students’ performance, gain a deeper understanding of students’ needs, and develop effective strategies to better serve students” (NAESP, n.d., p. 4).

Step 1: View the video to the right. Make note of the protocol used to analyze student data.

Step 2: Plan a Looking at Student Work Protocol meeting with your mentee. Prepare your mentee to prior to the meeting to have a set of student work in which the two of you will view together and follow the Looking at Student Work Protocol to guide your discussion of student data analysis. Give your mentee a copy of the protocol prior to the meeting to familiarize themselves with the format and expectations.

Step 3: Meet with your mentee and complete the Looking at Student Work Protocol activity

Step 4: Reflection and review below

Analyzing Student Work

Building a Professional Learning Community at Work

Leading Adult Learning

Data Enhanced Leadership

Using Student Achievement Data to Support Instructional Decision Making

Reflect and Review

Reflect on the process with your mentee. Discuss the pros and cons of utilizing this tool as a framework for guiding student data discussions. Record your reflections here.

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