Teachers as Stakeholders and Data Users

1. Teachers as Stakeholders and Data Users • February 13, 2013 • Debra Holdren, GADOE • Irene Koffink, NH DOE • Justin Katahira, State of Hawaii DOE • Robin Taylor, SST

2. Overview How have teachers been engaged in planning, delivery, and training to make data from the LDS useful and meaningful? How and when to best engage teachers? What training is necessary to support data use by teachers? Lessons learned

3. New Hampshire

4. Teacher Engagement Involvement in Development Teachers as Trainers Teachers as Students

5. How and When to Engage Engage During Development of Data Tools Project Focused • Shorter engagements • Areas of specific interest (e.g.,Effective Teacher Task Force, EWS, Pilot Teams) • Focused Outcomes – key deliverables Appropriate Match Making • Correct areas of interest • Appropriate background and experience • Current position Time and Scheduling • Meetings later in day • GoTo Meetings/Webinars • Short meetings sustained over time

6. Required Training to Support Teachers Blended Delivery • Webinars; quick tip guides; presentations; videos; handouts; in-person; etc. • A website to archive for after-hours access • A social network to enable bottom up support Targeted Content • Knowledge of Assessment Literacy • Understanding how to use data tools • Understanding of what the reports mean • How to build a data team • Using Data for Specific Purposes (RTI teams; Special Education teams; Guidance Counselors; etc.) • Training Tied to Specific Uses (e.g., training on test item analysis immediately after test results are released) Post-Training Resources • Dedicated time identified by administrators to work with data Small Groups!!! Local, Personalized Training

7. Lessons Learned Include teachers in development Training needs to be ongoing Administration needs training and must support teachers by providing resources (i.e., time) Tools must be easy to use (for broad teacher use) Hands on Training!!!

8. Georgia

9. Teacher Engagement Strategy for Stakeholder Engagement • How to Engage • Use Existing Groups • Superintendent’s Focus Groups • Teacher Advisory Council • Parent Advisory Council • SIS Users Groups • When to Engage • Immediate Involvement • Ongoing Involvement

10. Teacher Engagement Planning • Focus on Needs • Use Available Data • Find a Quick Win • Adaptation is Required

11. Teacher Engagement Delivery • No Separate Login/Password • Use Existing Channel • Must Be Intuitive and Easy to Use • “One Click Away” • Actionable • Profiles: Teacher then Student • Highlight Exceptions • Usable With Parents

12. Teacher Engagement Training • Initial Training (first 12 months) • IT Trained LEA Trainers, Some Teachers • Conferences • Not Enough • Ongoing • Instructional Technology Team • Formal Development • Face-to-Face • Virtual • Marketing Plan • Data Use Not Needed

13. Teacher Engagement Lessons Learned • Listen, Listen, Listen • Have Courage to: • Ask What Hasn’t Worked • Make Changes • Change/Adapt Mid-Course • Teachers Are Not Data Analysts • Save Teachers Time

14. Listen To Georgia’s Teachers Teaching More Productively with SLDS http://www.youtube.com/watch?v=yI7TKqoaEuc Other Teacher Videos @ http://slds.doe.k12.ga.us/Pages/SLDS-Videos.aspx OR http://www.youtube.com/user/georgiaslds

15. Hawaii

16. Context: Hawaii’s LDS K–12 LDS Users: school, complex area, state Project Team = two people LDS updated daily Phase I: Foundational (Nov. ‘09 – June ‘11) Phase II: Advanced Analytics (July ‘11 – June ‘13)

17. Lessons Learned Learn parameters of your LDS (tech, procedure, policy) Set processes for Change Management and Issue Resolution Pre-emptive communication when possible Communication flows in many ways (back, forth, roundabout)

18. Contacts Contact information: Debra Holdren, dholdren@doe.k12.ga.us Irene Koffink, Irene.Koffink@doe.nh.gov Justin Katahira, jkata@hawaii.edu Robin Taylor, robin.taylor@zittels.com