MEd. Standard 2
Teacher leaders will:
·
analyze learning to
promote student growth
Courses:
EDU 6528 Accomplished Teaching
EDU 6979 Action Research in School Settings
Reflections
Original
Experience
Prior to this program, I would analyze student work on formative
assessments, plugin student scores into assessment grids, and use this
information to understand trends, and student misconceptions and alter my
instructional delivery to meet my students’ needs. This would also allow me to
select my small group of students who require additional support who I would
design targeted interventions for. I
would then work tirelessly with that group of students to ensure increased understanding,
or move them as close to proficiency as possible. While this is still work I
engage in daily, I believe through this program, I have learned other
strategies to analyze learning. I also analyze student learning more
effectively, and have learned additional ways to improve my teaching. Through engaging in an action research project, I have also
learned how valuable it can be to truly research the most effective instructional
strategies within my classroom. Since my particular classroom demographic and
students are all unique, it is critical to determine what works best for my
specific students. This project has empowered me to take on small-scale action
research projects in my classroom to determine what works for students, and
improve my practice.
New Learning
Now I know that as I work to improve
educational outcomes for my students, I must consider more than just student
test data when creating interventions, and altering my teaching. I must have
pretest data, monitor student progress toward a critical learning target, and
understanding their response to intervention, and, finally, measure student
achievement. I now know that analyzing
student work and changing my instruction as a result is a complex process
consisting of “observing, discussing, and analyzing learning and teaching.” (City
et al. 2009) I cannot truly understand my students’ misunderstandings solely
from analyzing their work. I need to observe them working through a concept,
have a knowledge of their prior understanding, and discuss student learning and
teaching with my colleagues. I also must look at student data in three
dimensions. I must look at students’ pre-assessment data, monitoring student growth,
and measure final student performance (Brimijoin et al. 2003). Prior to this course, I thought analyzing
formative and summative student data following a lesson was sufficient. I have
come to understand that effective teaching is a lot more than that. I must have
a deep understanding of my students’ pre-test data, monitor student growth, and
only then will I have an accurate picture of student understanding.
Through this program I have also learned the
importance of using progress monitoring to support student achievement.
Students should be given formative assessments regularly throughout units to
ensure that they are making adequate progress. This ensures that teachers do
not wait until the end of a unit to intervene. Stecker and Fuchs (2005) explain
the importance of teachers using curriculum-based measurement as an assessment
method that leads to increased student achievement. When teachers use “systemic
data, skills analysis feedback, and make instructional changes” this leads to
greater student achievement, particularly for students who struggle. I have
changed my approach to analyzing student learning, to analyzing the entire
learning process, rather than merely the end result.
Through my action research course, I have also
learned the importance of conducting action research in my classroom to improve
learning outcomes for all students. Sagor (2011) promotes four stages of action
research necessary to ensure efficacy. The four stages of action research are,
clarifying visions and targets, articulating theory, implementing action and
collecting data, and reflecting on data and planning informed action. While all
of these stages are important when determining the most effective instructional
model for students, reflecting on data and planning informed action is most
relevant to this particular standard. After clarifying the learning target, and
measuring student progress it is not only important to analyze student
achievement data, but it is also critical to also consider the specific data of
subgroups to ensure that I am effectively teaching all groups of students and
that there are not gaps in my instruction. Once we have a very comprehensive
understanding of our students and their performance, only then will we be able
to employ the most effective interventions, and make changes to my instruction.
Impact:
My deeper understanding of how to effectively
analyze student work to promote growth has impacted my currently practice in a
variety of ways. First, I consider data analysis now to be a process, rather
than just an end to a unit. I now know, when analyzing student work, this
involves more than just student test data. I need to be aware of where they
started, how students are progressing, and their end performance. This will
allow me to intervene early, and ensure that I alter my practice to meet the
needs of all students. Additionally, I also need to provide students with
feedback in a systematic ad timely matter. It is not enough to return formative
assessments to students. It is crucial that I provide direct, specific feedback
in a timely manner so that students can adjust their learning to experience success.
Waiting until the learning task is over is less effective than continuously
providing feedback throughout a unit.
My new learning has also impacted my PLC work.
Each week, we evaluate student learning through a specific lens, and report our
findings to our group. This allows us to brainstorm strategies as a team to
improve our instruction, and intervene with struggling learners. We also
disaggregate our data by specific subgroups to ensure that all of our students
are making adequate growth.
Furthermore, I know conduct small-scale action
research projects in my classroom regularly to track which instructional
delivery methods and strategies are most effective for my group of students.
This has allowed me to try a variety of instructional models with struggling
students to maximize student growth. While I have always been very passionate
about analyzing student learner to promote growth, from the program I have gained
the necessary tools to do this effectively.
References
References
Brimijoin, K., Marquissee, E., Tomlinson, C. A. (2003). Using data to differentiate instruction. Educational Leadership, 80(5), p. 70-73.
City, E., Elmore, R. Fiarman, S. Lee, T.
(2009) Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning. Harvard Education
Press.
Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams (2nd ed.). Thousand Oaks, CA: Corwin.
Stecker, P. Fuchs L.,
Fuchs, D. (2005) Supporting Learners with Diverse Needs in General Education
Settings. Psychology in the Schools. 48.,
p. 795,819.
York-Barr, J., Sommers, W.A., Ghere, G.S.,
& Montie, J. (2006). Reflective practice to improve schools: An
action guide for educators.Thousand Oaks, CA: Corwin Press.
Artifacts
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