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4.6 Data-Driven Decision-Maker EDTC6107 ISTE Standard for Coaches

Data-Driven Decision-Maker

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ISTE standard for Coaches 4.6, The Data-Driven Decision-Maker, states: “Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.”

Performance indicators:

  • 4.6.a. Assist educators and leaders in securely collecting and analyzing student data.
  • 4.6.b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
  • 4.6.c. Partner with educators to empower students to use learning data to set their own goals and measure their progress.

Supporting evidence for ISTE standard 4.6:

One needs to know their current location before plotting a course to a destination. Similar to the navigation systems that aircrafts, boats, and vehicles use, educators and students need to know the present level of understanding and skill in a given area in order to select the experiences that will maximize learning outcomes. As the literature explains, learning experiences are best when they are personalized and tailored to the learner’s present level of knowledge and unique needs. In the ISTE post, Turn your classroom into a personalized learning environment, Robyn Howton (2021) states:

By now you’ve probably heard of personalized learning, which tailors instruction, expression of learning and assessment to each student’s unique needs and preferences. While one-on-one instruction geared toward the strengths and challenges of each student has always been an ideal, only in recent years has technology allowed it to become a reality in education.”

Frequent informal assessment and learning analytics are key to collecting and understanding the qualitative and quantitative data necessary to guide decision making to support student learning (ISTE Standard 4.6)

In my blog post MasteryPaths provide environments that accommodate learner variability, and foster learner-driven activities I explain how administrators, educators and students can use the course analytics from CANVAS LMS to create MasteryPaths that accommodate learner variability and foster learner driven activities. In my post, I also explain that “While there are many benefits to using MasteryPaths, the main concerns are: they are time consuming to create, grading different activities can be perceived as unfair, and the potential for students to be stigmatized.” It is important to be aware of the drawbacks in order to make conscientious decisions.

In practice, I frequently analyze CANVAS analytics, and share relevan results with administrators, colleagues and students. For example, in my last formal observation, I shared with my supervisor the CANVAS analytics that showed student demonstration of understanding of the lesson, as well as learning patterns. I also shared the data and student samples with my colleagues to reevaluate the course curriculum, resources and strategies. Using data to guide the discussions in regards to curriculum and teaching practices helps to minimize the bias that can otherwise affect the decision making (ISTE Standard 4.6.a).

In addition to Learning Management Systems, like CANVAS, a number of digital tools like Quzizz, and Quizlet serve as formative assessments providing data and immediate feedback to teachers and students. In my blogpost Assessing for learning I discuss how different digital tools can empower students to use the results from these informal formative assessments (many of which feel more like games than assessment), to measure and understand their progress, and to plan the trajectory of their learning experience (ISTE Standard 4.6.c).

Another artifact that demonstrates my understanding and proficiency in ISTE Standard 4.6. is a recent Needs Assessment Report on CNAVAS Integration Professional Development Sessions. The needs assessment was designed to determine the professional development preferences and needs from our community of teachers, in regards to the use of CANVAS to enhance student learning.  The data collected and analyzed helped understand teachers’ use of CANVAS (ISTE Standard 4.6.b). Administrators used the findings to design future professional development sessions in the area of technology integration and implementation for CANVAS to enhance student learning.

References

Howton, R. (2021) Turn Your Classroom Into a Personalized Learning Environment. ISTE.org. https://www.iste.org/explore/personalized-learning/turn-your-classroom-personalized-learning-environment

ISTE Standards for Coaches. Retrieved https://www.iste.org/standards/iste-standards-for-coaches

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