Response Question: Think of a way Data Driven Decision Making (DDDM) could be used in your job setting. What would be a positive and negative use of DDDM and how does leadership factor in to the positive and negative use of DDDM?
I have to start out by saying I am soo overwhelmed with data there are times when I think there is not possibly any more data I could collect!! But I know that is not true, because then what would we focus on at our staff meetings? :)
Being that my site is in the midst of our WASC review (and DAIT) we spend more time collecting, analyzing, and recording data than we do anything else. For me, it is beneficial in that when I collaborate with general ed science teachers we have the data from our shared students to analyze. Which we then use to go back and reteach what is necessary based on benchmark scores collected from OARS (data collection and analyzing program). However, from the point of a special education teacher I sometimes wonder what type of data they are looking for from my students in particular. In all reality, most of my students will not ever be at grade level (or even close for that matter...) and as much as we try, all the data analyzing and manipulating in the world will not change that.
So, the positive side of DDDM for me is that yes, the data we get from analyzing test scores in Earth Science and Biology is helpful in designing lesson plans/unit plans, and reteaching certain things to ensure our students know what is expected of them. On the negative side, I do not feel that the extent of data collection we are asked to do is realistic or appropriate for the lower functioning special education students I work with daily. Yet we are still required to enter their scores into OARS and analyze it the same way the AP teachers do. This is where logic and good leadership comes in. In my opinion, a good leader/administrative team would realize that the extent of DDDM we (sped teachers and certain elective teachers) are doing is not appropriate for all subject areas and there are some subjects that might not require it all (examples: Floral Design ?? - nothing against floral design!! really!! /severely handicapped classes/etc ). Ideally this administrative team might be able to come up with other things teachers of these subjects might be able to do that would benefit their students just as much as data collection and analyzing. (Perhaps, they could work with content area teachers to integrate more English or Math into their courses?) Either way, a good administrative team would in my opinion make the best use of their teachers time for the benefit of all students not just those who are doing poorly in English and Math for the sake of making our data look better.
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Good point that the administrator needs to take lead and help everyone see how DDDM can be used to help us do a better job. There are definitely some teachers who probably feel it isn't important for their curriculum. Our elective teachers are usually including in the beginning when we discuss test results in a general way and then math and language arts teachers come up with a plan to remediate or strengthen learning programs. Then when a plan is created they are brought back in to discuss ideas for how we(the whole staff) can help work on those goals.
ReplyDeleteI am sorry to hear that the administrative team does not include the teachers. I just recently read an ERIC document (EJ771285) that discussed how one middle school's success was a result of their administrative leader's inclusion of teachers, parents, and community members. Without your voice being heard, especially in regards to the needs of your special ed. students, DDDM policy at your school will continue to be ineffective. Perhaps you and your peers can make a motion to be included in the decisions related to the DDDM.
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