Supporting Teacher Data Literacy
To best support students, teachers need the time, training and tools to use data. Teachers report that data informs their instruction, allowing them to identify student needs and provide individualized student support – but many don’t receive formal training to enhance these skills and use data as one tool in their toolbox.
DQC hosts Teacher Data Literacy Week each year to bring attention to the fact that teachers still face significant barriers in using data effectively. As the COVID-19 pandemic shifts in-classroom instruction to distance learning, teachers need support more than ever to nimbly use available data to support student learning – and they need that support from school, district and state education leaders.
In case you missed it, here are some of the perspectives on teacher data literacy that we shared this week:
- Teacher data literacy is essential, especially right now. DQC Director of Policy and Advocacy Brennan McMahon Parton explains why teacher data literacy is especially important for the remote learning environment caused by COVID-19.
- Positive data practices and cultures are important. Read University of Arkansas Professor Kara Lasater's recommendations to help teachers and leaders implement positive data practices and establish positive data cultures.
- Data-literate teachers are even better equipped to help students succeed during the COVID-19 crisis. Claire Shanahan, a sixth grade ELA teacher and former DQC fellow, reflects on using data to help students in virtual and in-person learning environments.
- State support is critical. To close out the week, Parton offers recommendations for what states can do to support teacher data literacy during and after the COVID-19 crisis.
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