Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Reflection
I created the data overview to showcase the data from Georgia milestones assessment at our school over a period of three school years. The purpose of the data overview was to highlight academic strengths, identify main areas for academic improvement, and to devise a plan for professional growth in teaching and learning to address areas of weaknesses. Throughout the creation of this overview, I was able to present my findings of strengths and weaknesses amongst different subject areas and subgroups to share with my administration to create goals and devise action steps to place in our school’s improvement plan to address these areas of weaknesses. The data overview demonstrates mastery of standard 2.8 because throughout the creation of this artifact, I interpreted student data over a period of three years, identifying strengths, weaknesses, and trends in grades third through fifth in regard to student achievement, different populations of diversity, analyzed subgroups data, and hypothesized reasons why certain groups of students were not showing growth. These findings were communicated with the school improvement team, administration, and the instructional coach. Together, during the summer leadership team meeting, we took this data into consideration for setting goals, action steps and interventions on the school improvement plan to amend instructional practices in the category of student achievement to improve weaknesses. Throughout the creation of this artifact, I learned a great deal about the performance of students through various subgroups at our school over a period of three years. It was interesting to watch how certain populations of students changed over the course of three years, and how these changes affected their overall performances. I believe that analyzing this data and helping the school leadership team create goals and action steps based on this data strengthened my leadership skills and taught me how to look at all aspects of school data before setting goals and making decisions. If I were to do anything differently, I would advise the school leadership team to get more input from grade level teachers instead of just team leaders when devising goals and action steps for the school improvement plan. I feel that by involving more teachers and giving them a voice, better goals and action plans can be put into place, therefore maximizing student learning, teacher buy in, and commitment to reaching learning goals. The results of the data overview were utilized during the summer planning session of this goal leadership team and developing the school improvement plan for the following school year. Many of the findings were used in creating goals and actions steps to address areas of weaknesses to better serve students in certain populations. The impact can be assessed in student achievement the following school year on the Georgia Milestones Assessment.