I began each school year as a teacher and eventually instructional leader with goals posted on the walls and highlighted in yellow on team documents. “+5% increase in English Language Arts proficiency.” “Growth percentile at 65 or higher.” But by November, I invariably felt overwhelmed. I’d often ask myself: “How exactly are my students doing? And what in the world should I do tomorrow?”
Fortunately, for instructional leaders wrestling with how to spend precious time and achieve their goals, there is an approach that can help. If there’s one practice I could go back and infuse into my early days as an educator, it’s data-driven instruction (DDI). DDI, which describes using data to analyze student learning and determine next steps for teaching, helps instructional leaders prioritize teacher development while keeping the spotlight on student growth.
As a former teacher at KIPP* and director of curriculum and instruction at DSST Public Schools, I know that DDI is one of the most impactful systems a school can establish. And it doesn’t need to be complicated.
My time as a summer fellow at Bellwether has led me to three clear lessons about DDI:
DDI doesn’t exclusively mean numbers.
Looking at student work can be a profoundly productive process for teachers and coaches. Grab a pile of papers from class, and see what students were actually doing. What steps did they take or not take? What does this tell you about how they were thinking? The simple act of discussing how a student solved a math problem or responded to a writing prompt can help a teacher know what to do to help students grow. What’s more, engaging in this discussion as a department team can lead to greater collaboration and alignment between different grade levels.