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

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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

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 NEW HAMPSHIRE

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TEACHER ENGAGEMENT

1. Involvement in Development
2. Teachers as Trainers
3. Teachers as Students

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HOW AND WHEN TO ENGAGE
Engage During Development of Data Tools

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

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REQUIRED TRAINING TO SUPPORT
TEACHERS
1. 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
2. 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)
3. Post-Training Resources
• Dedicated time identified by administrators to work with data
4. Small Groups!!! Local, Personalized Training

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LESSONS LEARNED
1. Include teachers in development

2. Training needs to be ongoing

3. Administration needs training and must support teachers by

providing resources (i.e., time)

4. Tools must be easy to use (for broad teacher use)

5. Hands on Training!!!

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 GEORGIA

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TEACHER ENGAGEMENT

Strategy for Stakeholder Engagement

• How to Engage
o Use Existing Groups
– Superintendent’s Focus Groups
» Teacher Advisory Council
» Parent Advisory Council
– SIS Users Groups
• When to Engage
o Immediate Involvement
o Ongoing Involvement

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TEACHER ENGAGEMENT

Planning
• Focus on Needs
• Use Available Data
• Find a Quick Win
• Adaptation is Required

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TEACHER ENGAGEMENT

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

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TEACHER ENGAGEMENT

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

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TEACHER ENGAGEMENT

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

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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

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 HAWAII

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

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