Thinking back on the teacher education courses I took in college and graduate school, I don’t recall a single professor discussing the importance of data-driven instruction or what implementing it looked like in a classroom setting. I can’t recall reading any research-based or pragmatic approaches for what a teacher should do after developing and administering a test, multiple-choice or not.
Analyzing data is certainly not the easiest, most glamorous, or quick endeavor for a teacher. However, it’s the only way to ensure that instruction is relevant and skills that need remediation are retaught in a different way.
I first became familiar with data directing what a teacher teaches when reading excerpts of Driven By Data by Paul Bambrick Santoyo, a text devoted to detailing, explaining, and providing examples of teachers making data central to their daily practice.
I worked at a charter school where we had weekly data meeting that required…
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