Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 1

Taking Professional Action to Research Practices

Emily Greenwood-Lang

OTL568-1 – Action Research

Colorado State University – Global Campus

James Brown, PhD

July 5, 2019
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 2

Data Available to Improve Performance

Classroom/School/District/State Data Available: Related to Your Content and Grade Level

Data Available Targets Location of Data Time-Efficient Ideas

Data Format
Colorado Academic  Expectations of what students Colorado Online  Utilize
Standards (CAS) need to know/do at the end of Department Tables Understanding
each grade of separated by Design
 Values/content organizers of Education by grade (UBD) template
skills & essential knowledge website levels and to include
content Standards
Colorado area needed for
Academic lesson plans
Standards  Include
Standards in
Rubrics to
ensure
requirements
met
Colorado Measures  Annual state assessment Jeffco Raw Data  Review prior
of Academic Public year data in
Success (CMAS) Schools PDF & PLCs and/or
website Excel department/sch
reports ool meetings &
Colorado develop goals
Measures during unified
of improvement
Academic planning
Success meetings
 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Common Core  Align academic standards Common Online  Utilize
Standards across U.S. educational Core Tables Understanding
systems Standards separated by Design
Initiative by grade (UBD) template
website levels and to include
content Standards
Common area needed for
Core lesson plans
 Include
Standards in
Rubrics to
ensure
requirements
met
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 3

Measures of  MAP Growth is an online test in Jeffco Raw Data  Review prior
Academic Progress English language arts and Public year data in
(MAP) mathematics available for Schools PDF & PLCs and/or
students in grades 3 through Website Excel department/sch
10. MAP also offers science Student Reports ool meetings &
tests and a MAP Growth test File broken develop goals
for primary grades (K-2) down to during unified
Additional District & improvement
MAP School level planning
information meetings
 Break out
MAP review based
Growth on specific
website content areas
 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Dynamic Inventory  DIBELS helps to monitor the Jeffco Raw Data  Reports are
of Basic Early development of early literacy Public available at the
Literacy Skills skills through short (one Schools Tables student, class,
(DIBELS) minute) measures. Website school, district,
 It is designed for use in Graphs and project
identifying children Student level.
experiencing difficulty in File Reports  Generate
acquisition of basic early reports
literacy skills in order to provide Spreadshee immediately
early support and prevent the ts after your data
later occurrence of reading is entered to
difficulties. determine
 This test is required from strategies that
kindergarten through third improve student
grade and can be used as performance.
needed at grades four through  Use individual
six. progress
monitoring
graphs to see
students’
response to
intervention
(RtI).
 Export scores
and analysis
information for
archival
purposes
and/or storage
in a data
warehouse
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 4

 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Jeffco Formative  The K-3 Formative Assessment Jeffco Raw Data  Analyze &
Assessment Process, which includes the Public review data with
Process – Kindergarten Early Schools Reports students’
Kindergarten Early Assessment, helps teachers Website parents in a
Assessment (KEA) and families gain an ongoing Tables parent-teacher
understanding of the strengths Student conference
and needs of each child as a File Graphs after the 1st 60
way to help ensure that each days
child reaches his or her  Have parents
greatest potential. help develop
 The information gathered from goals and
this assessment during the first monitor
60 days of kindergarten creates progress
a snapshot of each child's
learning development in key
areas, enabling future
instruction to be tailored to
each child's specific needs.
Teaching  Teaching Strategies GOLD is Jeffco Raw Data  Have parents
Strategies GOLD an observational tool used in Public help develop
preschool. Schools Reports goals and
 This tool helps teachers Website monitor
observe each child and gather Tables progress
information on his or her unique Student  Ask parents for
thinking, reasoning and File Graphs input on how
language abilities, social- their child
emotional well-being, and prefers to learn
ability to understand reading at home to
and math concepts. apply to the
 With this information, teachers school setting
are able to match how they
teach to the individual learning
needs of each child.
Cognitive Abilities  In Jeffco, the Cognitive Abilities Jeffco Raw Data * Utilize the
Test (COGAT) Test (CogAT 7) is administered Public Interactive Ability
as a universal screener for all Schools Reports Profile
2nd graders at all district Website Interpretation
schools. Tables System – An online
 A universal screener is a way to CogAT tool for analyzing
systematically identify Website individual student
exceptional potential and results.
hidden talent among all Student * This provides a
populations at a given grade File detailed description
level, including English of the student's
Language learners, students CogAT profile,
with special needs and those instructional
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 5

who may not be achieving on considerations for

other traditional academic individual students,
measures. and instructional
considerations for
groups.
State  Calculates Growth on CMAS, Colorado Raw Data  Review prior
Accountability PSAT and English language Department year data in
proficiency of Reports PLCs and/or
 Creates the School and District Education department/sch
Performance Frameworks website ool meetings &
 Accredits school districts and develop goals
assigns school plan type during unified
assignments improvement
 Reports student outcome data planning
to the public and educators meetings
 Assists districts and CDE staff  Break out
in using student performance review based
data to drive decision making on specific
content areas,
departments
and/or roles (ie
leadership
and/or
administrator)
 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Unified  Colorado schools and districts Colorado Reports  Review &
Improvement can improve student learning Department analyze data in
Planning and system effectiveness by of Tables PLCs
engaging in a cycle of Education  Review &
continuous improvement to website Graphs analyze data
manage their performance. during
 To support this purpose, the District department &
Education Accountability Act of Files school
2009 requires each Colorado meetings
district and school to create an School  Break out
annual improvement plan. Files review based
on specific
content areas
and/or
departments
 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 6

immediate
access
School Conditions  Culture of Performance Colorado Raw Data  Review &
Rubric  Academic Systems Department analyze data in
 Talent Management of Reports school
 Operations Education meetings with
website Tables administrators
 Save previous
District Graphs reports on
Files online cloud
system (ie
School OneDrive) for
Files easy &
immediate
access
District Conditions  Culture of Performance Colorado Raw Data  Review &
Rubric  Academic Systems Department analyze data in
 Talent Management of Reports school
 Differentiation for Low- Education meetings with
Performing Schools website Tables administrators
 Board and Community  Save previous
Relationships District Graphs reports on
Files online cloud
system (ie
School OneDrive) for
Files easy &
immediate
access
Jeffco Public 1. Professional Preparation Download Raw Data  Review &
Schools Teacher a. Knowledge of current the analyze data in
Rubric District curriculum and Teacher Reports school
school goals Rubric meetings with
b. Knowledge of subject Tables administrators
matter School  Save previous
c. Knowledge of research- Personnel Graphs reports on
based best practices Files online cloud
2. Professional Techniques system (ie
a. Utilizes effective District OneDrive) for
teaching strategies and Files easy &
assessments that immediate
enhance student access
learning
b. Establishes a classroom
environment conducive
to learning
3. Professional Responsibilities
a. Aligned professional
learning
b. Effective communication
with stakeholders
c. Effective goal setting
d. Collaboration with
colleagues (Jeffco
Public Schools, 2013).
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 7

Teaching and Confidential statewide survey Colorado Raw Data  Review &
Learning intended to support school, district, Department analyze data in
Conditions and state improvement planning, of Reports school
Colorado Survey as well as research and policy. Education meetings with
(TLCC) 1. Amplify Educators’ Voice website Tables administrators
a. Provides schools,  Save previous
district and state Final TLCC Graphs reports on
policymakers with Survey - online cloud
reliable data on 2018 system (ie
teaching and learning OneDrive) for
conditions. It offers District easy &
additional information Files immediate
for discussion and gives access
potential suggestions on School
areas that deserve Files
attention in a school
environment.
2. Deepen Improvement Planning
a. Provides additional data
to support school
improvement efforts
(e.g., root cause
analysis in the Unified
Improvement Plan). The
survey data can help
staff to identify positive
trends in school
conditions, as well as
identify areas that merit
further discussion. This
is the only data source
on school conditions
that offer state
comparison points.
3. Strengthen Research and
Policy
a. Informs researchers and
policymakers by
providing data on the
impact of school
conditions on student
growth and on staff
retention. This survey
provides a unique look
into schools across the
state that can lead to
more informed policies
and practices.

Educator  Teacher State Model Colorado Raw Data  Review &

Effectiveness Evaluation System Department analyze data in
o Half of the evaluation of Reports school
will be based on the Education meetings with
website Tables administrators
four Quality Standards
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 8

that measure  Review &

professional practice: Log in to Graphs analyze
the individual
content knowledge, Performanc results in one-
establish classroom e on-one
environment, facilitate Manageme meetings with
learning, reflect on nt System administrators
practice and (RANDA)  Save previous
reports on
demonstrate leadership.
Measures online cloud
The Quality Standards of Student system (ie
can be measured using Learning OneDrive) for
the state-developed Tool easy &
rubric that identifies the immediate
practices necessary to School access
Personnel
achieve the standards. Files
 Teacher Measures of Student
Learning
o Measures of Student
Learning will account for
the other half of the
evaluation based on
multiple measures of
student growth or
student learning over
time, not a single
assessment. Teachers
must have a both a
collective and individual
attribution measure. If a
teacher teaches a
subject that takes the
statewide summative
exam and/or the
Colorado Growth Model,
it must be used as one
of the multiple
measures.
School and District  District & School Dashboard SchoolView Raw Data  Add
Data  School & District Performance SchoolView
Framework Reports & UIP Reports website as a
 Data Center bookmarked
 Data Lab Tables favorite for easy
 Colorado Education Statistics & immediate
 Financial Transparency Graphs access
 Download &
Charts save reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 9

Colorado State 1. Colorado Measures of Colorado  Review &

Assessments Academic Success Department analyze data in
o CMAS Mathematics, En of PLCs
glish Language Education  Review &
Arts/Literacy, website analyze data
Science, and Social during
Studies District department &
2. Colorado Alternate Assessment Files school
o CoAlt Science and meetings
Social Studies Alternate School  Break out
o CoAlt English Language Files review based
Arts and Mathematics on specific
Alternate (DLM) 2018 content areas
 Dynamic Performanc and/or
Learning Maps e Indicator departments
(DLM) Summary  Save previous
3. Colorado PSAT reports on
4. Colorado SAT Performanc online cloud
5. ACCESS for ELLs e system (ie
Snapshot. OneDrive) for
2018 Assessment Score Results easy &
 Colorado Measures of immediate
Academic Success (CMAS) access
 Colorado PSAT
 Colorado SAT
School  Each year, Colorado schools Colorado Raw Data  Review &
Performance and districts receive Department analyze data in
Framework (SPF) performance ratings to let them of Reports school
and their communities know Education meetings with
how well they are doing. website Tables administrators
 The overall ratings assigned  Save previous
are based on achievement and School Graphs reports on
growth on state assessments, Performanc online cloud
along with such postsecondary e Charts system (ie
measures as graduation rates, OneDrive) for
drop-out rates, college entrance District easy &
exams and college Files immediate
matriculation rates. The ratings access
help the Colorado Department School
of Education (CDE) and State Files
Board of Education (SBE)
make decisions about how to Results
help struggling schools.
 Measured on:
1. Academic
Achievement
2. Academic Growth
3. Post-Secondary
Readiness
Jeffco Public  The Research and Assessment Jeffco Reports  Review &
Schools Research team conducts program Public analyze data in
& Assessment evaluations, policy studies, and Schools Tables PLCs
Design (RAD) ongoing climate surveys for the website  Review &
Graphs analyze data
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 10

Publications & purpose of ongoing All Reports during

Presentations improvement and department &
Publication school
s meetings
 Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Family-School 2018-2019 - Family-School Jeffco Raw Data  Review &
Partnership Survey Partnership Questions Public analyze data in
Schools Reports school
2016-2017 - Family-School website meetings with
Partnership Survey Results Tables administrators
District  Save previous
Files reports on
online cloud
School system (ie
Files OneDrive) for
easy &
immediate
access
Student Survey 2017-2018 - Make Your Voice Jeffco Raw Data  Review &
Heard Student Survey Questions: Public analyze data in
Elementary Schools Reports PLCs
website  Review &
2017-2018 - Make Your Voice Tables analyze data
Heard Student Survey Questions: District during
Secondary Files department &
school
2017-2018 - Make Your Voice School meetings
Heard Student Survey Results Files  Save previous
reports on
online cloud
system (ie
OneDrive) for
easy &
immediate
access
Employee Survey 2015-2016 - Jeffco Public Schools Jeffco Raw Data  Review &
Employee Survey Results Public analyze data
Schools Reports during
website department &
Tables school
District meetings
Files  Save previous
reports on
School online cloud
Files system (ie
OneDrive) for
easy &
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 11

immediate
access
Strategic Plan – Summary of Learning Tactics Jeffco Raw Data  Review &
Learning  Transforming Student Task Public analyze data in
o By 2022 the Transform Schools Reports PLCs
the Task Elementary website  Review &
Index (MYVH) will be at analyze data
least 3.18 (4 point District during
scale). Files department &
o By 2022 the Transform school
the Task Secondary School meetings
Index (MYVH) will be at Files  Break out
least 3.0 (4 point scale). review based
 Responsive Teaching on specific
o By 2025 at least 75% of content areas
participating schools will and/or
implement the Data- departments
Based Problem-Solving  Save previous
and Decision-Making reports on
section of the CDE online cloud
MTSS rubric to a system (ie
practice level of at least OneDrive) for
8/10 (achieving the CDE easy &
"Gold Standard"). immediate
 Customized Pathways access
o By the 2021-22 school
year, 50%* of all
graduating seniors will
have participated in at
least one identified
pathway for the College
and Career Readiness
Index (CCRI).
o By the 2022-2023
school year, 85%* of all
graduating seniors who
have participated in at
least one identified
pathways for the
College and Career
Readiness Index (CCRI)
will also meet the
success criteria.
 Technology to Transform
Learning
o By 2022, the
percentage of
elementary students
scoring the highest
category on the
Technology and
Engagement Index will
increase to 45%.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 12

o By 2022, the
percentage of
secondary students
scoring in the highest
category on the
Technology and
Engagement Index will
increase to 25%.
 Embracing the Full Range of
Human Experience
o By 2024 500 students
will graduate with the
Colorado and Jeffco
Seal of Biliteracy.
 Student-Directed Learning
o By 2025 grades 4-10
students will
demonstrate high levels
of “Learner Focused”
learning as
demonstrated by a
score of at least 266 on
the LEAP Survey
o By 2025 grades 4-10
students will show high
levels of “Learner Led”
learning as
demonstrated by a
score of at least 259 on
the LEAP Survey
o By 2025 grades 4-10
students will show high
levels of “Learner
Demonstrated” learning
as demonstrated by a
score of at least 265 on
the LEAP Survey
Strategic Plan – Summary of Conditions for Jeffco Raw Data  Review &
Conditions for Learning Tactics Public analyze data in
Learning  A Professional Model of Schools Reports PLCs
Teaching website  Review &
o Recruitment: By 2021 analyze data
the average number of District during
highly-matched Files department &
applicants by school- school
specific criteria for each School meetings
teaching job opening Files  Break out
will be a minimum 10:1 review based
(10 candidates to 1 on specific
opening). content areas
o Selection/Hiring: By and/or
2021/22 the average departments
Jeffco starting teacher  Save previous
step placement reports on
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 13

(average step online cloud

placement of all hires in system (ie
a single year) will OneDrive) for
increase by one-half easy &
step. immediate
o Compensation: By access
2021/22 the average
Jeffco teacher salary
will be within 5% of
similar front range
districts.
o Retention: By 2021/22
Jeffco will have less
than 10% turnover rate
of on-going classroom
teachers.
 High Expectations
o Alignment: By May
2020 all Jeffco tasks,
curriculum, and
resources for all content
areas will be aligned to
the new Colorado
Academic Standards
and Jeffco Generations
Skills.
o Implementation: By
2024 at least 80% of
Jeffco classrooms will
consistently engage in
learning tasks aligned to
Jeffco curriculum and
Jeffco Generations
Skills as demonstrated
by observation data
collected using the high
expectations best
instructional practices
attributes and
indicators.
 A Commitment to Equity
o By the 2022 school
year, students identified
as under-served will
increase academic and
career readiness as
demonstrated by growth
in at least the 55th
percentile on the
(P)SAT.
o By the 2022 school
year, students identified
as under-served will
increase social
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 14

readiness as
demonstrated by an
average response of
3.75 on the Make Your
Voice Heard (MYVH)
survey.
 Educator Learning
o By 2020 the
Professional
Development Index on
the TLCC survey will be
at least 75% favorable.
o By 2020 the New
Teacher Index on the
TLCC survey will be at
least 75% favorable.
o By 2020 the School
Leadership Index on the
TLCC survey will be at
least 85% favorable.
Strategic Plan – Summary of Readiness for Jeffco Raw Data  Review &
Readiness for Learning Tactics Public analyze data in
Learning  Schools as Community Hubs Schools Reports PLCs
o By 2024 students will website  Review &
come to school with analyze data
increased levels of District during
readiness to learn as Files department &
demonstrated by at school
least 88% School meetings
agree/strongly agree on Files  Break out
the student, family, and review based
staff Schools as on specific
Community Hub content areas
indices. and/or
 Social-Emotional Supports departments
o By 2022 student  Save previous
behavioral competence, reports on
social-emotional skills, online cloud
and access to learning system (ie
will improve as OneDrive) for
demonstrated by the easy &
average index for immediate
students on the Social access
Emotional (SE) Support
items of at least 3.5 on
the MYVH survey.
 Expanding Early Childhood
Education
o By 2022, at least 70% of
students will
demonstrate school
readiness, within the
developmentally
appropriate range, for
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 15

all six domains of

learning, based on the
Jeffco Kindergarten
Early Assessment.
o Beginning in the
2018/19 School year,
Jeffco Schools will
increase the number of
seats offered in Jeffco
preschools by 10%
each year for the next
four years.
 Meaningful Family &
Community Engagement
o By 2023 at least 90% of
families will agree or
strongly agree on items
aligned with the
National Family
Engagement Standard
on the Family School
Partnership (FSP)
survey.
Strategic Plan – Summary of Technology Tactics Jeffco Raw Data  Review &
Technology  1:1 Devices Public analyze data
o By fall of 2022 100% of Schools Reports during
schools will provide website department &
access to 1:1 devices. school
 Infrastructure to Support District meetings
Dynamic Learning Files  Break out
o By fall 2022 Jeffco will review based
support 75 Gb internet School on specific
bandwidth. Files content areas
 Data Management, Integration, and/or
and Exchange departments
o By July 2022, 100% of  Save previous
Jeffco's district- reports on
supported online cloud
instructional/learning system (ie
applications will utilize OneDrive) for
data that is managed easy &
using the Jeffco immediate
operational data store. access
Strategic Plan -- Summary of Operations Tactics Jeffco Raw Data  Review &
Operations  Safe and Reliable Public analyze data
Transportation and Fleet Schools Reports during
Services website department &
o By 2022 student school
ridership of Jeffco buses District meetings
will be at least 37% Files  Break out
 Facilities to Support Learning review based
o By 2024 the overall School on specific
district Facility Condition Files content areas
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 16

Index (FCI) will be and/or

reduced by at least 50% departments
 Nutritious and Healthy Meals  Save previous
o By School Year 2024- reports on
25, school meal online cloud
participation will be at system (ie
least 37%. OneDrive) for
 Safe and Welcoming Schools easy &
o By 2021 at least 90% of immediate
students will feel safe access
and welcome in school
as demonstrated by
student responses on
the Make Your Voice
Heard survey
o By 2021 at least 92% of
Jeffco staff will feel that
they teach and work in
safe environments as
demonstrated by staff
safety perception on the
Teaching and Learning
Conditions Colorado
(TLCC) survey
Student Grades/Report Cards specify: Gradebook Raw Data  Utilize an
Grades/Report  What all students should know electronic grade
Cards and be able to do (as Student Reports book
delineated within the Jeffco Files  Export data in
curriculum) Tables to an Excel
 Student's performance against School spreadsheet so
the Colorado State Standards Files Graphs that specific
(not comparing student to data can be
student) Online Charts pivoted out
 Provides the parent or guardian Parent
an accurate assessment of how Portal
their child is progressing.
Formative/Summati Formative assessment is more School Raw Data  Have
ve Assessments diagnostic than evaluative. It is Files students
used to monitor pupil learning style Tables self-assess
and ability, to provide ongoing Student  Create an
feedback and allow educators to Files Charts Excel
improve and adjust their teaching spreadsheet
methods and for students to and/or
improve their learning. online
tracking
Formative assessment database
examples: where data
 Impromptu quizzes or can be
anonymous voting entered &
 Short comparative updated to
assessments to see how help with
pupils are performing tracking
against their peers progress
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 17

 One-minute papers on a
specific subject matter
 Lesson exit tickets to
summarize what pupils
have learnt
 Silent classroom polls
 Ask students to create a
visualization or doodle map
of what they learnt

Summative assessment aims

to evaluate student learning and
academic achievement at the end
of a term, year or semester by
comparing it against a universal
standard or school benchmark.

Summative assessment
examples:
 End-of-term or midterm
exams
 Cumulative work over an
extended period such as a
final project or creative
portfolio
 End-of-unit or chapter tests
 Standardized tests that
demonstrate school
accountability are used for
pupil admissions; SATs,
GCSEs and A-Levels

Data Gaps

Data Gap Identified Possible Collection Method(s)

Student Interests & Learning Styles  Online Surveys
 Individual Interview (for younger students)
Parental Input  Online Surveys
 Interviews Conducted During
Parent/Teacher Conferences
Student Feedback  Online Surveys
 Course Evaluation
 Exit Tickets
Behavior Issues  Online Tracking/Reports
 Discipline Forms
Formative/Summative Assessments  Flubaroo (Google Sheets Add-On)
Growth Mindsets  Online Surveys
 Individual Interview (for younger students)
 Focus Groups
 Observations
 Assessments/Exit Tickets
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 18

Data Collection Method/Tool

Student Interests & Learning Styles:

 Learning Styles Worksheet Google Sheets 
https://docs.google.com/spreadsheets/d/14__X0ldVuHaWpUuAmoZ8jiTUj5fm6Wnk-YE-
KKTKA7I/edit?usp=sharing
 Student Interest Inventory Google Forms 
https://docs.google.com/forms/d/e/1FAIpQLSebnGD3QahF-H9LfFppAsdVwdUiVZ-
nMQi_XBCDQml5E7sS7g/viewform?usp=sf_link
 Learning Inventory Young Students Interview Form  *See Appendix – Document #1*

Parental Input:
 K-12 Parent Survey  https://www.surveymonkey.com/r/BSJJSQ6

Students’ Feedback:
 Student Feedback Form Google Forms 
https://docs.google.com/forms/d/e/1FAIpQLSdqwZtY4785WxKYd0uJCfzG_G8MqrfXrHWQ8lqHY8kb
yJBcqA/viewform?usp=sf_link
 Course Evaluation Google Forms 
https://docs.google.com/forms/d/e/1FAIpQLScPwHap5pzBeT7594jiaiVUpwJ_DBCzaArdsdvDWSphA
a0GWA/viewform?usp=sf_link
 Exit Ticket Google Forms 
https://docs.google.com/forms/d/e/1FAIpQLScK3uIEJ1RVHCzZfOh1y_dWE2doxEE7DVoksqFqO91
VQq6D7A/viewform?usp=sf_link

Behavior Issues:
 Daily Behavior Data Google Forms  https://docs.google.com/forms/d/e/1FAIpQLScarOZYmAA-
4mfg2IhnWArmEmnAkMPICmF6EzPhEUYIsU2DJw/viewform?usp=sf_link
 Weekly Behavior Report Google Forms  https://docs.google.com/forms/d/e/1FAIpQLScjWEyA_P-
0EyK9lByLuBqqq8fTQaNI1TY-ucnoo9iS4XxFpQ/viewform?usp=sf_link
 Discipline Form Google Forms 
 https://docs.google.com/forms/d/e/1FAIpQLSfH-hanrY1mGXWiT95mpO56-
nJm_HCES33XWugPfxQZFcTGUA/viewform?usp=send_form

Formative/Summative Assessments:
 Flubaroo 
https://sites.google.com/a/vols.utk.edu/google-apps-for-classroom/products-services/flubaroo
 Flubaroo
 Quickly create, administer, and score multiple choice or fill in the blank assessments.
 Computes average assignment score.
 Computes average score per question, and flags low-scoring questions.
 Creates a grade distribution graph.
 Gives you the option to email each student their grade, and an answer key.
 Ability to send individualized feedback to each student.
Growth Mindsets:
 Growth Mindset Survey Google Forms  https://docs.google.com/forms/d/e/1FAIpQLSez7DCVS-
D6BvTmFnkfthhIlZTJJO-41stAKVj_H0y6xwDODQ/viewform?usp=sf_link
 Growth Mindset Survey Responses & Data 
https://docs.google.com/spreadsheets/d/1A6_7Bngheam_OQ-0oljt-HUKYeal3amXTPZVrCaV-
hk/edit?usp=sharing
 Growth Mindset Young Students Interview Form  *See Appendix – Document #2*
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 19

Conducting Own Data Analysis

Data that Needs Analysis Time-Efficient Data Analysis Data Analysis Tool(s)
Idea(s)
Student Learning Styles  Have students Learning Styles Google
complete the survey Sheets Survey
on their own time
 Create built-in data
graphing within the
survey for individual
results
 Combine results easily
by consolidating
individual responses
on to one Sheet with
separate tabs
 Create built-in data
graphing for combining
results

Visual Representation of Data (Module 5)

LEARNING STYLES WORKSHEET – ALL RESPONSES 

https://docs.google.com/spreadsheets/d/1IHonmGmt0V5MfWvAFs7wAIZtfabw8zNHhhi-
dLNbUKk/edit?usp=sharing
Individual Response #1:

Individual Response #2:

Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 20

Individual Response #3:

Individual Response #4:

Combined/Sum of All Responses:

Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 21

Taking Action: A Data-Informed Action Plan

Organization's Vision and Mission

DIRECTIONS: It is important to align all actions taken by a teacher with the organization's vision and
mission. Add the organization's vision and mission here and identify it as the districts and/or schools.

Organization's District Vision:

Jeffco Generations -- A Learning-Centered Vision is an effort to change the student learning experience in
ways that make the teaching and learning experience more hands-on and skills-focused.

Organization's School Vision:

Weber Elementary – Our vision is to focus on 21st Century Skills, incorporate the Whole Child, instill
Collaboration, create a Safe and Welcoming Environment and inspire a Growth Mindset

Organization's District Mission:

Jeffco Public Schools – Our mission is to provide a quality education that prepares all children for a
successful future

Organization's School Mission:

Weber Elementary – Weber’s mission is to create possibilities, elevate community, and celebrate learning
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 22

What Decisions Need to Be Made?

Stage 1: Clarifying Vision and Targets

DIRECTIONS: Based on an analysis of classroom, school, district, or state data, what decisions need to be
made to inform future action?

Provide a data analysis summary, including visual representation here (e.g., chart, graph, table, etc.):

In reviewing classroom, school, district and state data for Colorado, I determined that there is a lack of data
surrounding growth mindsets of students. Both the Jefferson County Public Schools and Weber Elementary
Visions and Missions include a growth mindset focus.

While researching, I uncovered growth mindset surveys conducted by Panorama Education during the 2016-
2017 school year in 68 schools – surveying more than 2,400 teachers and 36,000 students. Jack
McDermott, in his article “What If Students Have More Confidence in Growth Mindset Than Their
Teachers?”, details the findings of these surveys based on questions posed to teachers about how possible
it is for their students to change various qualities about themselves. These answers were compared with the
answers received from their students.

 How possible is it for your students to change their intelligence?

 How possible is it for your students to change how well they behave in class?

Additionally, tracking was completed regarding how students’ perceptions of their growth mindset changed
across school levels -- examining responses from elementary, middle and high school students.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 23

Decisions that need to be made, based on the data above, to inform future action (things to be shared –
handouts, resources, graph, materials, findings, etc.; amount of detail needed/method for sharing; what you
want to accomplish):

Based on the above data, teachers viewed their students’ qualities as being easier to change, while students
tended to have a more fixed mindset. On average, teacher responses scored 14% points higher than
students on questions about growth mindset. Both students and teachers alike believed the easiest change
that students can make in school were behavior and effort. The largest disconnect manifested in how much
students could change how easily they give up/perseverance and their interest in school subjects.

Additionally, students’ favorable views decreased as they progressed through school from elementary to
high school. The highest decline manifested in the students’ views about their talent and interest in school
subjects. According to the data, 69% of elementary school students vs 53% of high school students reported
that they can change how much they like their school subjects.

In order to ensure a growth mindset is being fostered and encouraged for students, data collection tools
need to be developed and implemented within both the schools and the district. Developing this mindset
needs to start when students are young – with additional focus for middle and high school students. “Attitude
alone will not change outcomes. Even teachers who encourage students to try harder may end up being
reinforced in their beliefs that intelligence is fixed. We have found that the real key to changing a student's
mindset is to couple beliefs with strategies” (What If Students Have More Confidence in Growth Mindset
Than Their Teachers?, n.d.)

Growth mindset education – conduct growth mindset training for teachers and administrators (during
PLCs, in-service days and/or school/district meetings). Create and develop lesson plans/activities that focus
on what growth mindsets are and how to develop a growth mindset -- can include videos, stories and/or
articles. Develop and share growth mindset language. Display growth mindset language posters in
classrooms.

Educate parents on growth mindsets and how they can continue encouraging their students at home.
Introduce growth mindset with parents at Back To School events, share information via newsletters and
provide updates during parent/teacher conferences.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 24

Student surveys – can be administered on paper and/or online throughout the school year to track
progress. (Example: online test your mindset http://mindsetonline.com/testyourmindset/step1.php.) House
responses online so that data can be easily accessed and updated.

Focus groups – working closely with a smaller group of diverse students to gain a deeper understanding of
students’ feelings about making mistakes and how their peers can affect their mindsets.

Observations – observe students during lessons and activities to look for moments of growth and fixed
mindsets and how each student handles challenges.

Assessments – create growth mindset focused exit tickets and follow-up assessment/test correction forms
that allow students to self-assess why they missed a question, correcting the answer, and explaining the
correct answer by providing evidence/research.

Specific Process, Program, or Performance Target of Action written as a SMART goal or insert rating scale:

The overall goal is to develop and foster a growth mindset in the classroom so that educators can inspire
students to understand that possibilities are limitless. It is imperative that teachers use and model a growth
mindset in their discussions and interactions with their students. Teachers will embrace the belief that all
students have unlimited potential for significant growth and create challenging opportunities for all students
in the classroom.

SMART Goal:
By the end of September 2020, 100% of teachers will be trained in growth mindset strategies and model/use
language in line with a growth mindset in their classrooms. Teachers will facilitate students’ development of
their own growth mindset so that 80% of students show 10% improvement on growth mindset score by the
end of 2020 and an additional 10% improvement by the end of the school year.

Consider the Audience

DIRECTIONS: Identify the audience(s) that will benefit from the decisions identified above. Delete all that do
not apply.

 Me, My Students, and Their Parents

 Immediate Colleagues
 Other Educators Working in the Same Context (District, State, Region)
 School/District Administrators
 The Education Profession

Review of What Others Have Found to Be Effective

DIRECTIONS: Conduct a literature review of at least four research-based publications and interview at least
one colleague to determine what others have found to be effective in addressing the target of action
identified above.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 25

Integrated Literature Review:

10 Ways Teachers can Instill a Growth Mindset in Students:

Marcus Guido, author of the article “10 Ways Teachers can Instill a Growth Mindset in Students”, recognizes
the importance of effectively developing a growth mindset for students as well as making it a teaching
priority. He details ten ways teachers can foster a growth mindset in their students:

 Avoid praising intelligence & sheer effort

o Praise and feedback can change the ways in which students view the learning process.
Growth can be discouraged when intelligence and sheer effort are praised – rather than
focusing on the importance of planning and trying new approaches.
o Instead of “you tried your hardest”, say “don’t worry if you don’t understand right away. What
should your next steps be?”
 Use diverse teaching strategies
o Utilize differentiated instruction tactics/principals to vary the content presented, how students
process and how students demonstrate understanding.
 Introduce simple gamification elements
o Make learning a game and apply gaming elements in the classroom to focus on progress
rather than mistakes
o Example: award “experience points” to tests, completed assignments, class participation, etc
– anything that shows efforts to learn.
 Teach the values of challenges
o According to a study completed by Carol Dweck, students who are taught about the effect on
the brain when challenged has a positive effect on students.
 Encourage students to expand their answers
o Gain an understanding of what students do and don’t understand by having students
elaborate and reflect on their responses.
 Explain the purposes of abstract skills and concepts
o Explain why it is significant, real-world applications and how it will help students in the future.
 Allow time for goal-based journaling
o Have students set SMART goals and reflect on progress in exit tickets.
 Say “yet” more often
o Helps show that understanding and mastery is always possible – dependent on time,
persistence and by incorporating different learning techniques.
 Help students change their language
o Display growth-mindset language throughout the classroom and model the language to the
students.
 Utilize success folders
o Create, personalize and reflect on success folders which provides evidence of growth (Guido,
2016).

Helping Struggling Students Build a Growth Mindset:

In “Helping Struggling Students Build a Growth Mindset”, authors Donna Wilson and Marcus Conyers
discuss how their research aligns with Carol Dweck’s growth mindset; as well as how they have supported
teachers with strategies that help students successfully learn over the last two decades. In this article, they
detail five strategies that teachers can use to help students who are struggling develop a growth mindset:

1. Encourage optimism about learning

a. Move from a pessimistic view about school/academic progress
i. Strategy examples:
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 26

 Model practical optimism and point out examples of this approach in action
 Share examples of how you have overcome learning obstacles. It’s helpful for
struggling students to realize that everyone occasionally faces learning
challenges.
 Share stories that illustrate the benefits of practical optimism.
 Maintain a positive learning atmosphere by posing questions such as “What
was the best thing that happened today?”
2. Teaching students to learn more effectively
a. Utilize cognitive strategies to help students learn and think at higher levels
i. Strategy examples:
 Article – “Strategies for Getting and Keeping the Brain’s Attention”
 Article -- “Resources on Learning and the Brain”
3. Maintaining success files
a. Provides evidence of success. The more students can reconnect to their previous
achievements, their mindsets will become more successful, and they will be more successful
in the long run.
i. Strategy example:
 Give every student a folder to use as a success file.
 Have students personalize their success file by writing the word ‘success’
and/or draw a picture that represents success for them.
 Every day, when possible, ask students to add to their folders examples of
successful learning, such as tasks completed, examples of learning gains, and
assignments that support their personal definitions of success.
 At the start of each school day or class, remind students to look through their
success file.
4. Use growth assessments
a. Frequent checks for understanding in the form of formative assessments that guide student
learning and monitor progress
b. Used to help students identify and address their strengths and areas of improvement.
Keeping track of growth and learning challenges that students have overcome.
i. Strategy examples:
 Class discussions
 Individual student interviews
 Observations
 Self-assessments
 Journal entries
 Personal checklists
5. Provide students with a choice
a. Allows students to take ownership of their learning
b. Helps students maintain interest and motivation (Wilson & Conyers, 2017).

Fostering and maintaining a positive, growth mindset is key for student success – especially for students
who may be struggling. “When failures mount, it’s easy to give up. A positive mindset focuses on the gains
that are possible when students persevere through learning challenges” (Wilson & Conyers, 2017).
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 27

Cultivating a Growth Mindset in Staff (and Students):

According to Kelli Cedo, in her article “Cultivating a Growth Mindset in Staff (and Students)”, teachers and
school leaders need to ask if they themselves have a growth mindset. She goes on to describe the mindset
characteristics of effective educators as referenced in the book Understanding and Managing Children’s
Classroom Behavior: Creating Sustainable, Resilient Schools:

 Understand the lifelong impact they have on students

 Believe that all students yearn to be successful; if a student is not learning, educators must ask how
they can adapt their teaching style and instructional material to meet student needs
 Appreciate that the foundation for successful learning comprises a safe and secure classroom
climate and an authentic relationship between teacher and student
 Realize that the fear of making mistakes and feeling embarrassed or humiliated are obstacles to
learning (Cedo, 2019).

She goes on to stress the importance of growth mindset professional development opportunities for teachers
and administrators alike. “Once you have the initial discussion about mindsets and a positive school culture,
a growth mindset must stay as a priority. This can be done by dedicating a portion of every professional
learning opportunity to cultivating a growth mindset or discussing its impact on learning” (Cedo, 2019). Cedo
also references an article from Principal Magazine regarding administrators modeling the practice of
emotional intelligence in terms of evaluations and provides a list of questions to ask at the beginning of the
evaluation process:

 As a professional, where do you feel that you excel? (Start with the teacher’s strengths).
 Is there an area of professional learning that you are interested in pursuing? (This will help guide
work, observations, and goal setting.)
 What are your learning goals for you and your students? (This question could lead to their formative
feedback and summative goal for evaluation purposes.)
 In what area of teaching and learning do you feel you can grow? In what area of our plan for
continuous improvement do you need support? Which of our schoolwide goals do you feel would be
the most difficult for you and your students to accomplish, and why (Cedo, 2019)?

If administrators and teachers expect their students to develop a growth mindset, they must apply the same
practices and principals themselves.

Teachers Need a Growth Mindset Too:

In her article “Teachers Need a Growth Mindset Too”, author Christina Gil details six steps for helping
teachers instill a growth mindset for themselves:
1. Focus on the hard stuff
o Look for weaknesses, areas that don’t come naturally or that you don’t particularly like
yourself.
o When the focus is on the hard stuff, students receive a better learning experience.
2. Try innovative solutions -- if they don’t work, try some more
o Don’t be afraid to fail. Try something new, and if it flops, move on and try something different.
3. Seek feedback wherever you can
o Feedback and evaluations can come from anywhere – administrators, colleagues/peers, and
students.
o Ask for help and be open to suggestions/constructive criticism
 Though feedback may be tough, don’t take it as a personal attack or as a negative
reflection. Use it as a learning and growth opportunity.
4. Know that you are always developing your skills
o Do not become complacent and look for ways to continue your own learning and growth.
5. Reflect at the end of every day – especially the bad ones
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 28

o Learn from experiences. Reflect on what went well and what didn’t. Figure out what the next
steps/course of action should be.
6. Notice the areas where you have a fixed mindset
o Reflect on your own attitude and how it impacts your willingness to grow (Gil, 2016).

Educators need to practice what they preach in order to truly instill a growth mindset for their students.
“Having a growth mindset doesn’t just mean learning about the theory and leaving it at that. It’s a constant
process. Sometimes it’s difficult, often it’s a little painful, but it’s always worth the effort” (Gil, 2016).

Literature Review References:

Cedo, K. (2019, April 26). Cultivating a Growth Mindset in Staff (and Students). Retrieved from
https://www.collaborativeclassroom.org/blog/cultivating-a-growth-mindset-in-staff-and-students-part-2/.

Gil, C. (2016, December 21). Teachers Need a Growth Mindset Too. Retrieved from
https://www.edutopia.org/article/teachers-need-growth-mindset-christina-gil.

Guido, M. (2016, December 22). 10 Ways to Instill a Growth Mindset in Students. Retrieved from
https://www.prodigygame.com/blog/growth-mindset-in-students/.

Wilson, D., & Conyers, M. (2017, January 18). Helping Struggling Students Build a Growth Mindset.
Retrieved from https://www.edutopia.org/article/helping-struggling-students-build-growth-mindset-donna-
wilson-marcus-conyers.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 29

Colleague Interview Results (bulleted list of relevant information to inform your work):

Since I am not presently teaching in a school environment, I interviewed my mother – who is a Middle School
English teacher at Moore Middle School in Jeffco Public Schools.

 Remember that a growth mindset is not magic – effective teaching is still necessary
 Be aware of phrases and practices that imply and/or enforce fixed mindsets
o Example: Praising students who answer questions quickly
 Instead, praise efforts and/or strategies
 Provide challenging yet engaging lesson plans/activities
 Include cooperative learning
o Pair students with more of a fixed mindset with students who have more of a growth mindset
 Focus on and value the process of learning
o Help students understand learning isn’t a sprint, but a marathon
 Provide honest feedback
 Have high standards, but don’t skimp on the support
 Celebrate mistakes as learning opportunities
 Help students see struggles as a challenge that can be overcome – rather than a threat
 Set achievable SMART micro-goals
o Start small to show students that they can achieve their goals
o Small wins lead to big victories
 Encourage reflection
o Allow students time to self-reflect
o Reflect on how you, as a teacher, evaluate your students
 Evaluate your own mindset
o How can you teach/model a growth mindset if you don’t have one yourself?
 Display growth mindset posters/verbiage in your classroom as reminders
 Help educate parents on growth mindsets and how they can foster this mindset at home
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 30

What approach do I believe has the greatest potential for helping me to realize my target goal?

Stage 2: Articulating Theory

DIRECTIONS: In order to improve performance, a teacher needs to identify and attend to every independent
variable related to the identified target. In this stage you will graphically display the emerging theory of
independent variables.

Add Graphic Reconstruction Here:

Carol Dweck, the author of Mindset: The New Psychology of Success, has some impactful ideas regarding
fixed and growth mindsets. She states “Believing that your qualities are carved in stone — the fixed
mindset — creates an urgency to prove yourself over and over” (Dweck, 2008). Many students fall into this
mindset; focusing too much on their mistakes and downfalls. As teachers, it is imperative to assist and
support students switch this fixed mindset thinking over to the growth mindset – which will reignite their self-
confidence and have them become excited about learning, rather than being afraid. “This growth mindset is
based on the belief that your basic qualities are things you can cultivate through your efforts. Although
people may differ in every which way — in their initial talents and aptitudes, interests, or temperaments —
everyone can change and grow through application and experience” (Dweck, 2008). She goes on to define
the concept as believing that every student can succeed and teaching them to believe in their abilities to:

1. Embrace the challenges and complexities of learning

2. Learn the positives of being persistent
3. Value effort as a positive
4. Be inspired to do more (2008).

Teachers must foster and encourage an open dialogue with students, families, the school community and
the over-all community to ensure universal student success and that the education system is working.
Teachers must work toward creating an environment where students are seen as capable, already learning,
and already contributing. However, as teachers, our individual perspectives provide only one piece of the
puzzle; in order to gain a full and complete understanding, others’ contributions, data collection, updates and
analysis is required and necessary.

To begin this process, I created a growth mindset survey in Google Forms that students can answer. For
younger students, the teacher can as the students the questions during individual and/or group interviews
and input the responses for the students. I then attached this form to a Google Sheets document. When
responses to the survey are received, they are added to the Google Sheets document for tracking. The
Google Sheet also provides incorporated analysis as well as visualizations based on the data received. The
analysis tab shows how students answered – and is color coded. Based on their responses, students are
given a growth mindset rating. This data can be used as a before-and-after snapshot and used throughout
the year as needed. The visualization tab shows a gauge with the students’ growth mindset score. This data
allows the teacher to alter instruction accordingly. The Google Forms survey itself also provides graphical
analysis based on the responses received. By utilizing the tools incorporated in Google Forms and Sheets,
data collection/analysis as well as success monitoring/tracking is fast and efficient.

 Growth Mindset Survey Google Forms  https://docs.google.com/forms/d/e/1FAIpQLSez7DCVS-

D6BvTmFnkfthhIlZTJJO-41stAKVj_H0y6xwDODQ/viewform?usp=sf_link
 Growth Mindset Survey Responses & Data 
https://docs.google.com/spreadsheets/d/1A6_7Bngheam_OQ-0oljt-HUKYeal3amXTPZVrCaV-
hk/edit?usp=sharing
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 31

Since I am not presently teaching in a school environment, for the purposes of this assignment, I had my co-
workers complete the survey for me. Their responses were then tracked and analyzed. Below is the initial
data:

ANALYSIS TAB:

VISUALIZATION TAB:
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 32

RESPONSES:

By analyzing this initial data, I can see which “students” may need additional support in altering their initial
mindset, as well as the trending areas of strengths/weaknesses. I can also see possible student pairing
groups that can be used to incorporate collaborative learning activities with those with more of a fixed
mindset and those with more of a growth mindset. The survey can be re-addressed after lesson
plans/activities to see if instruction has had a positive impact on the students and to uncover areas where
additional focus is needed. This data also aligns with the SMART goal set: “Teachers will facilitate students’
development of their own growth mindset so that 80% of students show 10% improvement on growth
mindset score by the end of 2020 and an additional 10% improvement by the end of the school year.”
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 33

Overall, when we allow ourselves to be impacted and changed by different perspectives, see challenges as
gifts rather than obstacles, we can help all students succeed by embracing a growth mindset.

Appendix

Document #1: Learning Inventory Young Students Interview Form

https://drive.google.com/open?id=1K3GTwxbX6VfZukBALM5m-tKe4_b2kwOx

Document #2: Growth Mindset Young Students Interview Form

https://drive.google.com/open?id=1uz0iGDMpQ5oGzUTuTJtHaUwjvCZb4QyL

Document #3: Test Correction Growth Mindset Form

https://drive.google.com/open?id=1AvMhR8Ge7ksxxz1YMT3KddBuBb4oQyjI

REFLECTION
Collecting, updating, reviewing and analyzing data is an important piece of the puzzle that educators need

to use to make informed decisions and take specific actions to ensure universal student success. Data means

nothing if teachers do not use it or even look at it. Research has shown that using data in instructional

decisions can lead to improved student performance (Wohlstetter, Datnow, & Park, 2008). However, in a world

full of data, how can an educator determine what data is needed in their classroom to have the greatest impact

on their students? "When analyzing action research data, your goal will be to accomplish two things:

1. Trace any and all changes in performance that occurred in the effort to reach your priority achievement
targets

2. Understand the pertinent factors, circumstances, and/or actions that contributed to those changes"
(Sagor & Williams, 2017).

In addition to these two data goals, teachers also need to ask themselves four essential questions:

1. What do students need to know? (Standards)

2. How are students going to be taught? (Instructional Delivery)
3. What will be done if students do not know it? (Remediation)
4. What will be done if students already know it? (Extension)

According to Karen Johnson (2016) in her article “The Three Ways Teachers Use Data – and What

Technology Needs to do Better”, teachers are essentially trying to accomplish three things with data:

1. Assess
Teachers are looking for tools they can utilize to see how their entire classes, as well as individual students,
are doing. As it stands right now, far too much time is spent copying data from one place to another prepare
data for analysis.
2. Analyze
Teachers want options to analyze data in real time so that they can pinpoint where students are struggling right
away so that they can alter their instruction rather than having to go back to reteach it. This on-the-spot data
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 34

allows them to immediately identify students' specific challenges so the teacher can clear up any confusion on
the spot.
3. Pivot
Teachers want to differentiate instruction to best suit the needs of every student. However, current curriculum
currently groups students by grade – rather than actual skill level which makes it difficult to effectively
differentiate down to the individual level. Teachers need to incorporate both the ability to have actionable data
about individual student performance, while also allowing students to work at their own pace.

Once educators understand the overall goal that data will achieve, and have determined the answers to the

initial questions, data can be broken down further to meet the needs of their individual school and classrooms.

Nancy Sindelar, in her article “Using Data to Increase Student Achievement, Step-by-Step” (2003), further

breaks down three ways in which data can be used:

1. Use data to change the curriculum.

 Analyze exam questions and state test scores to determine areas of improvement. Once
uncovered, make appropriate changes to the curriculum. Revisit exam questions and state test
scores to measure impact and effectiveness of the changes. Repeat as needed.
2. Use data to refocus and improve instruction.
 Item analysis by objective can also reveal the strengths and weaknesses of individual teachers.
Item analysis data can be used as a resource for improving instruction. This allows teachers the
ability to examine teaching strategies, materials, and pacing.
3. Use data to address individual student weaknesses and build upon individual strengths.
 By utilizing curriculum and assessment models, data can be collected and reviewed regarding
the individual strengths and weaknesses of students. This information can be used to increase
individual achievement by placing students in the most appropriate courses and determine
additional assistance needed.

To collect this data, collaboration is necessary. Working together, educators can create and develop

common assessments to meet common course objectives. The data obtained from the assessments will allow

teachers to track what is working, what isn’t working, as well as uncover the individual strengths and

weaknesses of their students. “Educational leaders have begun to recognize the power of collaborative inquiry

around data to improve learning. They understand that changing the school schedule to make time for teacher

collaboration is a requirement for collaborative inquiry, and they work hard to find creative solutions to the time

crunch” (Nunnaley & Mather, 2016). On top of collecting and analyzing important data, collaborating in this way

promotes development and teamwork. Methods, ideas and materials are shared and trending issues can be

addressed and ultimately solved by brainstorming. When teachers are working together toward the same end-

goal of increasing universal student success, data-driven instruction becomes an important part of the school

culture.
Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 35

As part of a data-focused school culture, teachers and administrators need to work on incorporating data

analysis in to the day-to-day activities within the school. In order to do this, a solid foundation needs to be built.

Chris Ballow (2017) lays out six steps that school leaders should implement in order to effectively incorporate

data analysis in their schools:

1. Building a foundation for data-driven decision making

2. Establishing a culture of data use and continuous improvement
3. Investing in data management systems
4. Selecting the right data
5. Building school capacity for data-driven decision making
6. Analyzing and acting on the data to improve performance

Though it may seem tedious and time-consuming, taking these steps on the front-end will ultimately save time

in the long run. By uncovering what data is needed, housing the data where it can be easily accessed and

updated, and incorporating tools to effectively and efficiently analyze the data to gauge performance and

success, educators will have a better overall understanding of what is truly needed to help their students.

So how can educators streamline this process? There are numerous tools available – one of which is

Learning Analytics. “By utilizing Learning Analytics, in particular, you are able to better understand the learning

level and ability of each student and can then tailor the learning experience for each student. Essentially, this

allows you to identify particular needs of each student and make quick, data-driven decisions about how to

foster student learning in the most effective way” (Learning Analytics, 2018). When it comes the Learning

Analytics, there are three main frameworks used to collect student data and help increase student engagement

and understanding:

1. Descriptive Analytics
Takes the student’s past to locate patterns in the student’s learning process. This framework can be used to
find out how much the class knows about the lesson and then make strategic decisions on the best teaching
style for each student: like scaffolding or differentiation processes.
2. Predictive Analytics
Offers insights into future trends in students’ understanding. Utilizes past and current data to determine what
might happen next.
3. Prescriptive Analytics
Provides data that can be used to make actionable decisions and suggestions to help make teaching more
effective. Points teachers in the direction of educational tools and resources that can be used to have a greater
positive impact on students.

These frameworks could allow teachers greater insight in to the needs of their students, as well as uncover

trending issues and provide assistance with differentiation.

Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 36

This course has given me a greater appreciation of the importance of data collection and analysis – along

with showing me the positive impact it can have on both teaching and learning if utilized correctly. With ever-

changing improvements to technology, educators have a multitude of tools at their fingertips that can be used

to assist with data needs. I don’t believe a lack of tools is the issue; more a lack of understanding the value

data brings and a resistance to change. If schools and educators were more open to incorporating more

technology and updating data collection methods, both time and energy would be saved. “Time is without a

doubt, the most valuable resource under our control. And since class time is a zero-sum commodity, the

decisions we make on how to spend this scarce resource are crucial. It isn't an overstatement to assert that in

large measure, our effectiveness in hitting our targets is determined by the wisdom of our choices regarding

the expenditure of the time and energy available to us” (Sagor & Williams, 2017, pg. 66). By utilizing updated

data collection and analyzation tools and methods, the “I don’t have time” excuse would be eliminated and all

educators would be able to truly see the benefit data collection brings to the school and their students.

According to Hamilton et al. (2009), educators need to “make data part of an ongoing cycle of instructional

improvement” (pg. 8). Educators must prepare, collect and update data on student learning and understanding,

analyze that data to determine areas of focus, and modify instruction based on the results. This must be a

continuous process; not one that is visited once and never re-visited. It is also important to note that teachers

who feel there is hope for success are more likely to have a more optimistic view and attitude than those

experiencing conditions that seem overwhelming and with little or no chance of success for students (Sagor &

Williams, 2017). If teachers see hope for success as evidenced in their data analysis, they can, in turn, provide

that feeling of hope for success for their students.

Running Head: TAKING PROFESSIONAL ACTION TO RESEARCH PRACTICES 37

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