WEBVTT

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I am Jeff Wayman.

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I am on the faculty at the
University of Texas at Austin

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in the Department of Educational
Administration, and I served

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on the expert panel that wrote
the Practice Guide Using Student

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Achievement Data to Support
Instructional Decision Making.

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It's important to provide
support to encourage teachers

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to use data for a
number of reasons.

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One, because data
use is hard to do,

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and none of us were
really prepared to do this.

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Another reason is the
time burdens that teachers

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and principals have
on their day.

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Another support that we can
provide educators is help

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in terms of personnel.

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That help can come from
another teacher on campus.

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That help can come
from a data facilitator

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or another specified
person whose job it is

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to help with data use.

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That help can come from
an administrator --

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a principal or an
assistant principal.

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If a school chooses to implement
a data facilitator position,

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they must make sure that
this position is well-defined

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and well-structured.

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It's very common for us
when we talk to schools

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to find data facilitators
who say,

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"I don't know exactly
what my job is.

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I am a gofer.

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I help people do things and I
don't know exactly what it is."

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It's also important to remember
that this position needs

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to be highly, highly trained.

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These positions need
to have a lot

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of skills associated with them.

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And most schools and most
districts don't have staff

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currently to be able to
fill all of these roles,

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so they must provide
ongoing training

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for these data facilitator
roles.

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A data facilitator might be able
to provide supports in terms

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of collaboration, a data
facilitator might be able

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to help teachers set an agenda
within a collaborative meeting,

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a data facilitator
might actually be able

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to facilitate this
discussion in this agenda.

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Collaboration about
data use is important

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because collaboration
takes advantage of the ways

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that we can share our practice.

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Collaboration will take
advantage of the fact

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that we can have
shared learning,

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that we can have
shared practice,

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that we can improve our
conversations with each other

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about students and their
learning in our own practice.

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It's very important to provide
ongoing professional development

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for data use for
two main reasons.

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One is that as teachers
and administrators,

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none of us were prepared to
make use of these vast amounts

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of data that we have now.

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Yes, education has
had data forever,

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but with No Child Left
Behind we were suddenly asked

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to use these data.

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And everybody was
in the same boat,

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hat much of our training now
has to be done in the field.

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So this professional development
is important for that.

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The other reason why
it's important is

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that without ongoing
professional development,

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it's hard to build
capacity for educators.

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Data use is something that needs

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to be a continually growing
thing, and that's only done

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through ongoing professional
development.

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It's important in providing
professional development

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around data use to remember that
there are a variety of forms

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that we need to use
to enable effective

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professional development.

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Professional development

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in education has traditionally
been done large scale

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in what teachers call
"sit and get" meetings,

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where everybody goes to a class
and learns how to use something;

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maybe they can use it

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in the next six months
and maybe they can't.

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We recommend that
professional development

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for data use be done
specifically

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and that it be specifically
focused on something

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that is immediately
useful to the teacher.