Personal Data Beliefs
“Data” may be one of the most boring words ever uttered. Whether it is simply the repetitive phonetic sound of the word or the meaning represented by it, hearing the word “data” can cause teachers to run in terror, visions of pie charts and bar graphs swimming through their exasperated minds. Sadly, the feelings associated with this word can undermine the exciting and meaningful uses data actually creates. As dry as it may sound, data is becoming a huge part of being a teacher, and using this data properly is extremely vital to a teacher’s effectiveness. As a teacher, I will collect, analyze, and use data in productive ways.
I will…
- Use all four measures of data, including student learning, school processes, demographics, and perception data. Using all four of these measures, especially in combination, will give me much more detailed and helpful information to use (Bernhardt, 1998).
- Gather data with a specific purpose in mind. Analysis paralysis occurs when teachers collect data and do not end up using the data for any constructive purpose. I will avoid this by developing a purpose before collecting data, then analyzing the data I collect to find how it applies to my situation (Bernhardt, 1998).
- Use data as motivation to effect change. The purpose of data is to gather enough information about current learning, programs, perceptions, and demographics for evaluation and improvement (Bernhardt, 1998). Programs can always be made better, students can always learn more, and perceptions can always change. In some cases, demographics can be changed as well. I will use my data to continue a cycle of improvement in all of these areas.
- Keep careful records of all data I collect. State governments and schools are now requiring teachers to show solid data evidence each year (State of Michigan Department of Education, 2011). I am passionate about teaching, so I will save this data and have it prepared if any such official were to ask for it. In addition, not all data I gather will be useful to me at the moment I gather it. Saving this data, however, may prove to be useful later in the future when I am looking for that certain kind of data.
I will…
- Use all four measures of data, including student learning, school processes, demographics, and perception data. Using all four of these measures, especially in combination, will give me much more detailed and helpful information to use (Bernhardt, 1998).
- Gather data with a specific purpose in mind. Analysis paralysis occurs when teachers collect data and do not end up using the data for any constructive purpose. I will avoid this by developing a purpose before collecting data, then analyzing the data I collect to find how it applies to my situation (Bernhardt, 1998).
- Use data as motivation to effect change. The purpose of data is to gather enough information about current learning, programs, perceptions, and demographics for evaluation and improvement (Bernhardt, 1998). Programs can always be made better, students can always learn more, and perceptions can always change. In some cases, demographics can be changed as well. I will use my data to continue a cycle of improvement in all of these areas.
- Keep careful records of all data I collect. State governments and schools are now requiring teachers to show solid data evidence each year (State of Michigan Department of Education, 2011). I am passionate about teaching, so I will save this data and have it prepared if any such official were to ask for it. In addition, not all data I gather will be useful to me at the moment I gather it. Saving this data, however, may prove to be useful later in the future when I am looking for that certain kind of data.