Involvement, Timeliness & Communication Plan
"The goal of using data to improve learning for all students should always be paramount"
(Bernhardt, 2003, p. 30).
(Bernhardt, 2003, p. 30).
Teacher Involvement
![Picture](/uploads/1/1/7/8/11781499/7880623.jpg?245)
Teacher's have the important responsibility of collecting data that is pertinent to informing other, whether this means self, students, or other stakeholders, of achievement and classroom effectiveness. Each interaction with students, parents, administrators, or others within a community provides data that can greatly influence classroom conduct and improvement. Since data is constantly in availability, a teacher needs to decide what information is important to success and what can be pushed to the side.
o Demographic Data: It is important for the teacher to collect data regarding not only
the demographics of the school, but especially the demographics of the classroom
community. This can be done before the school year even begins to help prepare the
teacher and guide curriculum, adapting as needed to the the student population. This
helps guide teaching strategies used, types of lessons and activities, and gives insight
as to the communication that is going to be used throughout the year.
o Perception Data: Teachers should be constantly collecting this information before,
during, and after the school year. It is highly important for teachers to know how the
classroom and learning environment is being perceived and ways to alter it to meet
the needs of students and the surrounding community. Teachers must also emphasize
the importance of receiving student and parent opinions regarding learning. This
fosters a greater sense of community and allows all parties to feel valued by showing them that their view matters and
are important.
o School Processes Data: Teachers play an important role in identify struggling and/or accelerated learners in the
classroom. By knowing school processes and programs, teachers can offer parents suggestions of an action plan that can
be implemented to support students' educational needs. This data should also be used, as the teacher, to promote each
students' learning needs within the classroom through diverse methods of classroom instructional strategies.
o Student Learning Data: Teacher's main priority in the classroom is student academic success. Knowing students' levels
of academic achievement through the collection and use of data will indicate what content areas require more or less
classroom instruction. Teachers should use academic data gathered to adjust instruction and adapt new strategies to
meet the educational needs of students. This data can indicate whether a student meets the criteria for additional
assistance through special education services, 504 plans, RTI, or IEP. When gathering data, teachers should use both
formative and summative assessment information to gain insights and feedback regarding student comprehension and
teacher effectiveness (see Purpose of Assessment).
o Demographic Data: It is important for the teacher to collect data regarding not only
the demographics of the school, but especially the demographics of the classroom
community. This can be done before the school year even begins to help prepare the
teacher and guide curriculum, adapting as needed to the the student population. This
helps guide teaching strategies used, types of lessons and activities, and gives insight
as to the communication that is going to be used throughout the year.
o Perception Data: Teachers should be constantly collecting this information before,
during, and after the school year. It is highly important for teachers to know how the
classroom and learning environment is being perceived and ways to alter it to meet
the needs of students and the surrounding community. Teachers must also emphasize
the importance of receiving student and parent opinions regarding learning. This
fosters a greater sense of community and allows all parties to feel valued by showing them that their view matters and
are important.
o School Processes Data: Teachers play an important role in identify struggling and/or accelerated learners in the
classroom. By knowing school processes and programs, teachers can offer parents suggestions of an action plan that can
be implemented to support students' educational needs. This data should also be used, as the teacher, to promote each
students' learning needs within the classroom through diverse methods of classroom instructional strategies.
o Student Learning Data: Teacher's main priority in the classroom is student academic success. Knowing students' levels
of academic achievement through the collection and use of data will indicate what content areas require more or less
classroom instruction. Teachers should use academic data gathered to adjust instruction and adapt new strategies to
meet the educational needs of students. This data can indicate whether a student meets the criteria for additional
assistance through special education services, 504 plans, RTI, or IEP. When gathering data, teachers should use both
formative and summative assessment information to gain insights and feedback regarding student comprehension and
teacher effectiveness (see Purpose of Assessment).
Student Involvement
![Picture](/uploads/1/1/7/8/11781499/5189071.jpg)
Whether they are aware of it or not, students greatly contribute to creating data that teachers then use to create purposeful possibilities for future instruction, achievement, and effectiveness. Students contribute both qualitative and quantitative data through interactions, teacher observations of students, involvement in activities, and performance during formal and informal assessments, among others.
Students also have the responsibility to use data to enhance their own learning experience and improve on their achievement levels. Data can be used as a motivator for students to work toward earning higher grades. The outcome for achievement is partially placed in their hands when the teacher communicates the data to the class and/or each individual student.
Students also have the responsibility to use data to enhance their own learning experience and improve on their achievement levels. Data can be used as a motivator for students to work toward earning higher grades. The outcome for achievement is partially placed in their hands when the teacher communicates the data to the class and/or each individual student.
Communicating with Stakeholders
![Picture](/uploads/1/1/7/8/11781499/1242262.jpg?298)
Parents:
To communicate data with parents, I will send home individual notes of student progress and academic achievement. Similarly, parents will be able to access student and classroom information on the school website, as well as the classroom website.
At parent-teacher conferences, parents will be given their child's report card which will provide data regarding their academic and process grades. Additionally, parents will be able to ask me about their child's grades, improvement, or any other information at any point in the year. I will keep concrete, objective quantitative data available at all times as well as more subjective, qualitative data through anecdotal notes, surveys, and questionnaires.
I will also ask parents to take part in the data collecting process. Throughout the year, I will ask parents to fill out surveys, questionnaires, or other methods for gathering data to inform me of their opinions regarding the learning environment, classroom practices, or any other thoughts they may want to express.
Principal & Administrators:
I will communicate data to my principal and other involved stakeholders through intentional interactions and scheduled meetings. To ensure greatest convenience for these stakeholders, I will always have up-to-date information regarding student achievement and other pertinent data. I will actively seek information regarding school processes through communication with administrators and the principal to gain insight about programs or services that are available for my students' success.
Colleagues:
It will be beneficial to myself and to my students if I collaborate with fellow teachers regarding the collection and use of data within the school and classroom. Through interactive and involved PLC planning sessions, I will work to improve student and teacher achievement. "When we think about collaboration, we should be collaborating about those areas in our profession we need to improve, strengthen, or become more skilled so our kids benefit" (Barton, 2011, p. 22).
To communicate data with parents, I will send home individual notes of student progress and academic achievement. Similarly, parents will be able to access student and classroom information on the school website, as well as the classroom website.
At parent-teacher conferences, parents will be given their child's report card which will provide data regarding their academic and process grades. Additionally, parents will be able to ask me about their child's grades, improvement, or any other information at any point in the year. I will keep concrete, objective quantitative data available at all times as well as more subjective, qualitative data through anecdotal notes, surveys, and questionnaires.
I will also ask parents to take part in the data collecting process. Throughout the year, I will ask parents to fill out surveys, questionnaires, or other methods for gathering data to inform me of their opinions regarding the learning environment, classroom practices, or any other thoughts they may want to express.
Principal & Administrators:
I will communicate data to my principal and other involved stakeholders through intentional interactions and scheduled meetings. To ensure greatest convenience for these stakeholders, I will always have up-to-date information regarding student achievement and other pertinent data. I will actively seek information regarding school processes through communication with administrators and the principal to gain insight about programs or services that are available for my students' success.
Colleagues:
It will be beneficial to myself and to my students if I collaborate with fellow teachers regarding the collection and use of data within the school and classroom. Through interactive and involved PLC planning sessions, I will work to improve student and teacher achievement. "When we think about collaboration, we should be collaborating about those areas in our profession we need to improve, strengthen, or become more skilled so our kids benefit" (Barton, 2011, p. 22).
"With teachers, staff, and administrators all working together, schools and districts can build their capacity to mine data confidently and effectively to help inform classroom practice"
(Barton, 2011, p. 22).
(Barton, 2011, p. 22).