Data Analysis Processes:Cause and Effect
Linking Data Analysis Processes to Teacher Evaluation
Name of School
Objectives for Today
• Discuss the meaning of cause and effect as it relates to the teacher evaluation system.
• Understand how an effective data analysis process can determine cause and effect.
Using Cause and Effect Data
FEAP’s: Practice Indicators Related to Cause and Effect & Data Analysis
Continuous Professional Improvementa. Designs purposeful professional goals to strengthen the
effectiveness of instruction based on students’ needs b. Examines and uses data-informed research to improve instruction
and student achievement c. Uses a variety of data, independently and in collaboration with
colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons
d. Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement
e. Engages in targeted professional growth opportunities and reflective practices
1. Instructional Design & Lesson Planning
a. Aligns instruction with state adopted standards at the appropriate level of rigor
b. Sequences lessons and concepts to ensure coherence and required prior knowledge
c. Designs instruction for students to achieve mastery
d. Selects appropriate formative assessments to monitor learning
e. Uses diagnostic student data to plan lessons
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
FEAP’s: Practice Indicators Related to Cause and Effect & Data Analysis
State Model (based on Marzano research)
Indicator: Evaluating the Effectiveness of Individual Lessons and UnitsThe teacher determines how effective a lesson or unit of
instruction was in terms of enhancing student achievement and identifies causes of success or difficulty.
Indicator: Evaluating the Effectiveness of Specific Pedagogical Strategies and BehaviorsThe teacher determines the effectiveness of specific
instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies.
Domain 3 – Reflecting on Teaching
Danielson Framework
Effective teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have achieved the intended outcomes. Assessments for learning enable teachers to incorporate assessments directly into the instruction and to modify or adapt instruction as needed to ensure student understanding. Even though such assessments are used during instruction, teachers must design them during the planning process. Such formative assessment strategies are ongoing, and both teachers and students can use them to monitor progress toward instructional outcomes.
Component: 1f. Designing Student Assessments
Learning Activity 1
How do you define
cause and effect?
Causal Instructional Strategies Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning.
Florida’s Common Language Document
Florida’s Common Language Document
Causal Model of Teacher Evaluation Describes the link between classroom practices and behaviors that have a direct impact on student learning and assigns greater importance in evaluation ratings to factors having the most direct link to student learning (based on contemporary research).
Cause and Effect Data Sets Effect data: Outcomes or
student achievement results
Cause data: Professional practices, actions of adults, that create specific effects or results
Application of Antecedents of Excellence
Resu
lts I
nd
icato
rs
High results, high understanding
Replication of success likely
LosingLow results, low understanding
Replication of mistakes likely
LearningLow results, high understanding
Replication of mistakes unlikely
High results, low understanding
Replication of success unlikely
Leadership and Learning Matrix
LeadingLucky
Cause Data
Eff
ect
Dat
ap. 36-37
Learning Activity 2Think of a student
achievement challenge we wish to conquer.
Place an X in the quadrant that best
describes our status and provide a justification for
the quadrant you selected. Be prepared to share your thinking with
the group in five minutes.
Through effective data collection, teachers and leaders can make the link between actions of adults and results in student achievement data.
Monitor the implementation of a
few strategies that have the greatest
impact on student learning.
Provide timely, specific focused feedback for growth, and allow for
focused practice.
Sept.Oct. Nov. Dec.
Jan. Feb.
Percent of Staff Proficient in Using Nonfiction Writing in Content
Percent of students proficient or higher in Algebra I
Percent of students proficient or higher in reading
Cause and Effect Data
Cause & EffectEffective Questioning Techniques
Proficiency and frequency of using higher order questioning strategies and student results on
formative assessments
Learning Activity 3
Collecting Cause Data:
Higher Order Questioning Techniques
Collecting cause data on the proficiency and implementation of specific strategies …
…and effect data on student
learning, provides clarity on what works
best.
Data Analysis for Cause & Effect
Collaborative Processes to Improve Teaching
Data Teams are a model for continuous, collaborative action that inspires and empowers professionals to
discover cause and effect relationships.
Data Team meetings are collaborative,
structured, scheduled
meetings that focus on the
effectiveness of teaching and
learning.
Data Teams have a common
focus or common standard, a
common formative
assessment, and a common
scoring guide.
25
Benefits of Formative Assessments
Clarify
Learning
Intentions
Elicit
Evidence of Learning
Promote
Feedback
Encourage Learners to Own TheirLearning
Formative
What students should know
How instruction needs to be
adjustedHow to
improve student
skills
Assessment FOR learning
Summative
After instruction
occurs
Used when determining
grades
Various audiences for
the data
Assessment OF learning
Remember…
It isn’t the method that determines whether the assessment is summative or formative, it is how the results are used.
Formative assessment is
capable of triggering big
boosts to students’
achievement – the educational
equivalent to the cure for the
common cold.
James Popham, 2010Strategic Priorities for School
Improvement, Harvard Education Letter, No. 6
Formative Assessment and Cause and Effect
The Data Teams Process
Six Steps to Data-Driven Instructional Decisions
The Data Team Process
1. Collect & Chart Data
2. Analyze & Prioritize
3. Set & Review SMART Goals
4. Select Instructional Strategies
5. Determine Results Indicators
6. Monitor & Evaluate Results
Learning Activity 4
The Data Teams Process
Questions and Reflection
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