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I.
COMPETENCY 1: ACCOUNTABILITY
Once these files were created, they were then shared with the homeroom teachers
of the students as well as the response to intervention (RTI) teachers. Both math
and reading RTI teachers have planned to incorporate these learning continuums
into their after school programs as well as their daily scheduled intervention focus.
Furthermore, homeroom teachers are able to easily access and create learning
targets for students that are not meeting his or her goal. By being aware of these
targets, it becomes easier to identify places in the curriculum where these
objectives are introduced and provide students with more support at these times.
Teachers are also able to provide parents with a comprehensive guide to objectives
that students could continue to work on at home.
III. Lessons Learned
Analyzing test data and using results to guide instruction is a key component to any
classroom. By being able to create a database that identifies specific learning
targets for students that demonstrate learning gaps, teachers are able to more
effectively provide instruction that helps to support all students learning in the
classroom. Also, identifying learning targets helps to create a dialogue between
teachers, students and parents about the specific goals of the student.
One major difficulty in the process is the amount of time required to identify each of
the students and their individual learning goals. Specifically, creating a template
and isolated location for each student standard consumed multiple hours on
multiple days. For this reason, I feel that requiring a teacher to do this in a timely
manner as well as continue other daily teaching tasks may be unreasonable.
Moving forward, if I were a principal I would open a dialogue about the role of
testing data in teacher evaluation. By doing so, I would hope that the instructional
staff would consider data analysis important and become invested in using data to
drive instruction. I would ask that teachers set goals after assessments and create
objectives that mimic the testing language when applicable (reading and math
classes). For example, I can analyze how setting affects mood in a literary text. By
making this connection, teachers are able to easily demonstrate the consideration
of testing objectives in reference to his or her teaching. Also, if there were a data
committee in place, I would recommend that the committee create these objectives
and targets for teachers. These would be presented to teachers along with
suggestions for using the continuums.
Michigan Administrative Standard 1.2 states, Candidates understand and can
collect and use data with continually identifying school goals, assess organizational
effectiveness, and implement plans to achieve school goals. By analyzing testing
data and creating individualized learning goals for students, I have gained
considerable experience reviewing learning gaps that exist and creating dialogue to
close these learning gaps.