Data Driven Professional
Learning Communities
Pitt County
August 14, 2012
Before We Begin…
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2
Housekeeping
• Parking Lot
• Breaks
• Norms
Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Learning Outcomes
• To identify skills needed to become data literate.
• To identify the attributes of an effective data driven
PLC.
• To identify the process needed to effectively collect,
interpret, and use data effectively to improve student
learning.
• To reflect upon our strengths and challenges to improve
our use of data.
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Making Connections with
the NCEES
STANDARD I: Teachers
demonstrate
leadership.
STANDARD II: Teachers
establish a respectful
environment for a
diverse population of
students.
STANDARD III:
Teachers know the
content they teach.
STANDARD IV: Teacher
facilitate learning for
their students.
STANDARD V:
Teachers reflect on
their practice.
STANDARD VI:
Teachers facilitate
academic growth.
https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf
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What is a Data Driven Professional
Learning Community?
Affinity Diagram
Individually and Silently
•Consider what you know about PLCs
•Write one thought per sticky note
•Use as many sticky notes as you like
Whole Table: Quietly
•Combine and organize all sticky notes on the table
•Identify three major ideas/themes that emerged
•Prepare to share with the group
MS Office Clip Art
“In a Professional Learning Community educators
create an environment that fosters mutual
cooperation, emotional support and personal growth
as they work together to achieve what they cannot
accomplish alone.”
--“PLC at Work” by Rick and Rebecca DuFour and Robert Eaker
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Cultural Shifts in Professional
Learning Communities
9
From privatization of practice
From decisions made
on the basis of
individual preferences…
From “collaborative lite” on
matters unrelated to
student achievement…
From an assumption that
“these are my kids,
those are your kids”…
to collaboration
to decisions made
collectively by building
sharing knowledge of best
practice
to collaboration explicitly
focused on issues and
questions that most
impact student
achievement
to an assumption that “these
are our kids”
Are you Data Literate?
Data literacy refers to one's level of
understanding of how to find, evaluate,
and use data to inform instruction.
A data literate person possesses the
knowledge to gather, analyze, and
graphically convey information and data
to support decision making.
Skills Required to be Data Literate
Data Location
Data
Interpretation
. Find the
relevant pieces
of data in the
data system or
display.
Understand what
the data signify.
Figure out what
the data mean.
Select an
instructional
approach that
addresses the
situation.
Frame
instructionally
relevant
questions.
Data
Comprehension
Instructional
Decision
Making
Posing
Questions
What is Data?
• What does “data” mean to you?
• Enter one word that comes to mind when
you think of “data”.
• Post your thoughts/words on
Answergarden found here
http://bit.ly/datapitt
More information about this site can be located
http://answergarden.ch/about-AnswerGarden/
Introduction to Data Literacy
•http://center.ncsu.edu/nc/
Establishing a Data Driven
Professional Learning Community
16
Attributes of a REAL Professional
Learning Community
 Focused exclusively on learning and teaching.
Focused on DATA!
 Allows teachers to focus on developing supportive
relationships.
 Provides ongoing teacher professional development.
 Increase teaching expertise for participating teachers.
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Meeting the Needs of All Learners
How do you address the
questions:
1. What is it we expect students to
learn?
2. How will we know they have
learned it?
3. How will we respond when
they don’t learn it?
4. How will we respond when
they already know it?
Summer Institute 2011-2012 Rebecca DuFour
http://www.youtube.com/embed/Ds7fmtamZ5w?rel=0%22%20frameborder=%220%22%20allowfull
screen
What a Professional Learning
Community Looks Like
As you watch this video of a Professional Learning
Community, consider the following questions.
1.
What aspects of the PLC on the video look like what is
currently happening in your school?
2.
Was it obvious what the teachers wanted their students to
learn? How do you know?
3.
What do you like about the PLC seen in the video? Why?
Penzu Reflection
• Use your online journal to reflect upon the questions
below. Be prepared to share your thoughts with
colleagues.
1. What aspects of the PLC on the video look like
what is currently happening in your school?
2. Was it obvious what the teachers wanted their
students to learn? How do you know?
3. What do you like about the PLC seen in the
video? Why?
Let’s Learn More about Data
• Doing what Works
http://dww.ed.gov/media/DDI/DDDM/CI/Learn/flashoverview/index.htm
Team Initiated
Problem
Solving (TIPS)
Model
Identify
Problems
(Define & Clarify)
Evaluate &
Revise
Action Plan
Develop
Hypothesis
At
each stage of the
problem solving
Collect
process, the team’s
& Use
use of data is critical
Data
to inform decisionmaking.
Discuss &
Develop &
Select
Implement
Solutions
Action Plan
(Newton et al, 2009)
Problem Solving
Meeting Foundations
Data Team Process
Collect
Monitor &
Evaluate
Results
Determine
Strategies
Analyze
Set SMART
Goals
Achievement
Teachers use this data at the
beginning of the school year to
determine the entry level of
performance and instructional
effectiveness.
Demographic
Teachers use this data to determine
the subset of students and their
grades or determine outside factors
that affect student performance.
Program
Perception
Teachers collect this data to
identify what instructional
effectiveness of the strategies
that were implemented.
Teachers may collect this data from
students to determine how the
students feel about their school.
D.R.I.P.
Skill #1: Data Location
What does it mean?
Data
Rich
Information
Poor
Image from Microsoft Online Images
Doug Reeves on Data
Six-Step Partners
http://goo.gl/Vb2g8
Charting and Analyzing
Data Patterns
Review the following
websites and documents
• http://report.ncsu.edu/ncpublicscho
ols/
• http://www.ncpublicschools.org/ac
countability/reporting/leaperforman
cearchive/
• Guiding questions for analysis and
interpretations
Setting SMART Goals and
Instructional Strategies
Review the following documents and discuss with your group.
•Determining Instructional
•Strategies to Address the
Goals
•SMART Goals
•Smart Goal Worksheet
Penzu Reflection
• Use your online journal to reflect upon the
questions below. Be prepared to share your
thoughts with colleagues.
1. What are your strengths in effective data
collection and use?
2. What obstacles create challenges for effective
collection and use of data?
3. What are your next steps?
Questions
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Reflection
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