Data Based Reflection Plan
According to the Merriam-Webster Dictionary, the term data is defined as “factual information used as a basis for reasoning, discussion, or calculation”. In the world, there are numerous examples of how data influences my decisions everyday. For instance, I may take an alternate route if I see on the traffic report that there is an accident. Data can be observed and collected in many ways, so I have options on how to collect that information and use it for the benefit of my classroom. As a result, my plan to reflect on my practices as an educator includes student, parent/guardian, and faculty involvement in expressing their concerns and/or positive experiences.
The best part about being in a classroom is that I can gather data directly from the students. If they are confused by a particular concept or are struggling in a certain area, I can easily take that feedback and try another method of explaining the subject. However, I also need to evaluate my class’s understanding over a course of time throughout the school year. Some of this will come through assessments, but I have to use more than tests and quizzes. According to Mandinach and Gummer (2016, pg.370), teachers need to be able to “use qualitative and quantitative data” and “use multiple measures/sources of data”. This means that I can not have only one type of data collection. My goal with my students is to give them electronic surveys through Google Forms or Survey Monkey to complete about every two months. This allows them to do it on their own time and not during instructional time. Moreover, they will not have to spend a lot of time completing a short survey whereas other methods like personal journals or essays might be time-consuming. In addition, I will conduct brief interviews towards the conclusion of the academic year. This allows the student to vocalize their overall learning experience. In turn, it prepares me for the following school year so that I can educate in a better way or work on a weakness.
While student relationships and feedback are helpful, having parent/guardian input can be essential for student behavior or other classroom communication. Mandinach and Gummer (2016) suggests that teachers should be ready to “involve other participants” in the child’s learning process (pg.370). My main goal with parents/guardians is to address major concerns, but also discover more about what helps their child to learn. When I was a child, my mother received a survey at the beginning of the year from my teacher. This survey asked about what helped me to learn, what to avoid, and what was the best method for contact. For my classroom management, a positive beginning with the parents/guardians through this kind of survey can make a difference later on. Moreover, this shows parents/guardians that their teacher cares for their child and his/her/their needs. Mandinach and Gummer (2016) also states that teachers should be able to “monitor student changes in performance”(pg.372). My idea would be to even collaborate with the parents/guardians about their student’s performance. This would not, however, be focused on punishing or condemning the student. But rather, it would assist me in involving the parent/guardian to support their child’s education. This can even extend to including faculty as a part of this process. In order for the student to succeed, it might take having all three pieces to continue to motivate them. But as an educator, I can determine how I need to modify my lessons so all of my students are understanding the content they need to.
In conclusion, my data based plan allows me to see what I need to improve upon or keep and continue doing in my practices. This also reinforces communication with students and parents/guardians for connection. Finally, it helps me to actively think about how to aid the students for their education not only in my classroom, but in others.
References
Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011
Merriam-Webster. (2014). Merriam-Webster’s Collegiate Dictionary, 11th Edition, Laminated Hardcover, Plain-Edged, 2020 Copyright (Merriam-Webster’s Collegiate Dictionary (Laminated)) (11th ed.). Merriam-Webster, Inc.