This week I was part of a PLC (Professional Learning Community) that focused on last year's achievement test scores for our current classes. You know the drill. (Oh, did I mention how much I hate the phrase "drilling down in the data"?) A bunch of teachers who are already tired from a day full of teaching gathered around a large amount of data looking for answers--excuse me, I meant drilling down.
As I was sitting there, contemplating when things had gotten so complicated, so counter-intuitive, so removed from the classroom, I heard the most annoying thing in the universe. "If a student is within ten points of the next level of mastery, focus on him/her because that will make a big difference for us." Why should I be making choices based on making a difference to those who can be helped most, and in turn, help me and my school show more growth? Data is making teachers triage students rather than teaching everyone and helping everyone.
Can that be right? We should help the students who help us most in looking good? Should we triage students looking for those who can move the needle of the data across an arbitrary line? I think not.
Please, I know all of the arguments/reasons why data driven instruction is best practice, effective, etc. I'm here to tell you that no amount of data driving can replace a great teacher who is fully aware of the students in the classroom where they serve. Data can be a compass, but not a driver.
I refuse to join the group who wants to improve the scores. I want to improve students. Yes, it can seem like semantics, but it really goes to the heart of the problem in my view. If a student does not know his basic multiplication facts, but is farther than 10 points from moving to mastery level, do I let said student flail around academically until such time that he fits the profile of those who can make the school look good? In a couple of years, maybe he can be near enough the next mastery level that his then teacher can address the fact gap. Or, I can just do it now and help him for the coming year and beyond. Can I in good conscience leave behind those students who can't be helped enough for data to justify my efforts? Data doesn't see my class' hopes and efforts and desires for a better learning experience. It can only point to the perceived holes. Data as a driver makes me feel annoyed with the inequity and disenfranchised, if you will, in my own classroom.
This last week has been heartbreaking for our nation. The Las Vegas shootings have been a source of sorrow for all. Like many of you, I have watched people relate their harrowing experiences. Many heroic acts were witnessed. Many senseless deaths were wrought. Hearts were broken. Lives were changed. I watched from afar and felt their sorrow reverberate through the screen. Prayers have been raised for each one by the nation in general, and by me specifically. The most gripping part for me has been the voices of those who tried to save lives. Watching their faces agonize over what they could and could not do. These heroes have stated, with some variance of words, "I don't feel I did enough to save people. I wish I could have done more." Watching them say that broke my heart.
But, it also got me to thinking. Isn't that the sentiment of every teacher? I feel badly that I could not do enough to help the needs of a student. It is a heavy weight to know that a student needs more than you are currently able to provide. I don't want data to demand that I triage students and help those who can be saved based upon a number and a category. That is the right approach for the emergency situation of Sunday night in Las Vegas. Triage, save whomever you can. However, I don't think it to be the right approach for my students. Data can certainly give some clues to areas that require bolstering. Data should not push one group of students out of the way for the benefit of another group. Every student needs what a teacher can provide.
Sometimes, it can be more rewarding for the teacher to point to a document and say, "Look at the gains this student made" than for the teacher to plug away and trust that ultimately all students will improve, whether or not their proficiency rating is moved. You know, when you buy a smaller size at a more expensive store and tell your friends, "I'm wearing a size 4!" (or 14--let's be multi-sized here!) You know it is celebratory, but it is somewhat artificial because the sizing at the expensive store is more of a vanity sizing. We absolutely need to provide every student with a quality education, rather than provide a stack of numbers to inflate the vanity of all involved.
I tell my students all the time, "Let's be learning obsessed, not numbers and grades obsessed. If you learn, the numbers will follow." I want them to work hard and learn rather than being obsessed if a particular activity "counts" or is graded. I want them to learn. Period. I want to say the same thing to my colleagues in the data driven club. Let's be learning obsessed. Let's teach the way we know we need to teach and let the numbers take care of themselves. It would be a great change if data were in the car, but not the driver. Data can give some directions, but needs to stop driving. We need students who can learn, who can achieve and who can think critically. We need to be teachers who equip our students--all of them.
I'm off to drive the learning in my classroom this week. I'm going to help that student who just needs to memorize his facts, but can't help my overall class scores. But, he will make progress. I'm going to work extra with the girl who struggles to comprehend and will never help my overall class scores. But, I'm going to help her move forward. I'm going to say a prayer for all of the folks who were in Las Vegas. May God comfort and heal each one. May God bless them through their grief and recovery. I'm going to pray for the teachers too. May God bless them this week as they commit to teaching students what they need to learn.
Data, get in the back seat.
First published 10/8/2017
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