Assessment and Data
Phase 1
"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.
Beginning/ Developing
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Practicing/ Achieving
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Questions to Guide Observation
- What systems are in place to share data with students?
- How do students track progress towards mastery or goals?
- Can students articulate goals related to the course?
- What evidence do you see that teachers are setting high expectations and goals for each individual student?
- Can students articulate where they are in the learning pathway for the course?
- What type(s) of data is included on data walls, learner profiles, or digital portfolios?
- Is data current?
- Are students using data to help guide their decision-making process (i.e., how they spend time in class, what playlists they complete, assignments, etc.)
- How are teachers using data to inform their instructional decisions?
- What supports do teachers have for reviewing and responding to data from the broader instructional staff?
Resources
- Instead of Paying Thousands for Student Data Systems, Try This Free Option Instead from EdSurge, by Chris Aviles, outlines a great way of using Google Forms for creating a Student Tracker System for essays.
- This resource from Data Quality Review takes you through data use during one school year.
- 6 ways to promote data-driven instruction from GettingSmart, written by Jason Lange, explains the importance of data use in education and gives tips to do it well.

Data Driven Instruction, Coaching Tool | |
File Size: | 734 kb |
File Type: | docx |

Data Driven Instruction, Coaching Tool | |
File Size: | 234 kb |
File Type: |