You get what you go for

You get what you go for, and you go for what you can see.

I don’t think that is a famous quote, but it should be. In the world of education often time the teacher can only see what is right in front of them, their students. They see their personalities, efforts, and challenges. They see them come in each, sometimes ready to be their amazing selves, and other times distracted by their lives outside of your class.

All this to say, the leaders of these teachers can do a lot to help their teams see more: See deeper, see fuller and get a vision for where they want to go. What the teacher can’t see on their own, data can help bring to light. Before you stop reading and think this is all about looking at the numbers, be reminded that data is much more than numbers.

• The dictionary definition of data is facts and statistics collected together for reference or analysis. Synonyms: facts, figures, statistics, details, particulars, specifics, information, intelligence, material, input.

With that definition, it is clear that data can mean a lot of things. It is a teacher looking at turn-in rates for assignments and seeing which type of projects cause the greatest engagement. It is looking at students opinions about what is happening in class or their changing attitude about the subject being taught. It can be looking at writing grades over the year to look for growth or declining results. Data takes on many different forms, but they are all informative.

So what does it take to create a data-informed learning environment? I would put forth three questions that can help shape the creation of this type of environment that Datnow and Park (2014) laid out in their book Data-Driven Leadership:

• Can every teacher be a part of an Improvement Community within their grade level or department? The Improvement Community collaborates regularly as part of a continuous improvement cycle: Goals are set, plans are made, data is collected and reviewed, goals are evaluated and new plans are made, thus the cycle continues.
• Where is the time where these Improvement Communities can meet regularly to collaborate?
• What protocols will you use to structure the collaboration time around data review within the framework of the improvement cycle?

The move towards a data-informed learning environment takes time to develop, but as a school leader who wants to see student growth and engaged in the learning process, the effort is worth the journey. Data removes the veil that sometimes hides the truth from teachers in their own class. Sometimes this truth is uncomfortable to take in. With the right protocols in place, teachers can find safety in inviting review and feedback of their practice and discover they are not alone in their challenges and their colleagues are willing to journey with them together towards growth and improvement as an educator.

You get what you go for, and you go for what you can see. Leaders, how can you help your people see what they are missing?