cc licensed ( BY ) flickr photo shared by Alberto G.
From Valerie Strauss’s The Answer Sheet comes the blog post “Six principles for using data to hold people accountable” by guest bloggers and researchers Andy Hargreaves and Henry Braun. An excerpt:
[Data-driven Improvement and Accountability, or DDIA] is, in itself, neither good nor bad. It all depends on how the data are defined and used. When DDIA is done thoughtfully, with due respect to the strengths and limitations of the data, it provides educators with valuable feedback on their students’ progress and difficulties that can inform decision-making and even lead to changes in practice. It can also give parents and the public meaningful information about student learning and the quality of the education that students are receiving.
In high-performing educational systems, businesses and sports teams, DDIA systems are based on data that are valid, balanced, usable, stable and shared. But in the United States, up until now, these are not the typical characteristics of DDIA, with the result that DDIA has generally impeded improvement and undermined accountability.
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Be the drivers, not the driven, so that statistical and other kinds of formal evidence complement and inform educators’ knowledge and wisdom concerning their students and their own professional practice, rather than undermining or replacing them. Post-Moneyball, we are learning that coaches’ intuition and judgment still matter alongside the numerical data. This is surely true for teachers as well.
Keep in mind that not all data is quantitative and that data without human analysis lacks meaning … so … who out there feels ready to tackle PD on data interpretation?