How Teachers Can Turn Data into Action, Feb/2014

Here at last is a user-friendly, systematic process to help busy teachers and teacher teams review and respond to data in ways that blaze a clear path toward to improved learning and teaching. Find out how the field-tested Data Action Model—refined and simplified through years of teacher feedback—enables you and your teacher team to

1. Identify critical gaps in student learning and corresponding instructional gaps.
2. Collaborate on solutions to close those gaps and develop a goal-driven action plan.
3. Evaluate your action plan's effectiveness after implementation and determine the next course of action.

Explore templates and protocols that focus and deepen data conversations in your school and district. And get the steps you need to plan your data review process, organize team meetings and activities, and know exactly what should be accomplished in each team meeting.

About The Author:

Daniel R. Venables is founder and executive director of the Center for Authentic PLCs, an independent consulting firm committed to assisting schools in building, leading, and sustaining authentic PLCs. He is the author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams (Corwin Press, 2011). During his career of more than 30 years in education, Daniel has been a classroom teacher in both public and independent schools in South Carolina, North Carolina, and Connecticut for 24 years, serving as a math department chair for 18 of those years. He was Professional Development Coordinator with the nation's 18th-largest district, Charlotte-Mecklenburg Schools.

Daniel holds a master's degree in mathematics from Wesleyan University. In 1994, he was trained as a Math/Science Fellow with the Coalition of Essential Schools (CES), where he began his working experience with PLCs. In 2002, he was named South Carolina Independent School Teacher of the Year.