Learning Forward
Equity and excellence in teaching and learning.
A Playbook For Data
Real-life Scenario Demonstrates Learning Forward's Data Standard in Action
By Stephanie Hirsh and Shirley Hord
August 2012
Vol. 33 No. 4
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This article is an excerpt from A Playbook for Professional Learning: Putting the Standards Into Action (Learning Forward, 2012). Written by Learning Forward Executive Director Stephanie Hirsh and Scholar Laureate Shirley Hord, A Playbook for Professional Learning provides those who work in professional learning with readily accessible information and examples on how to use the Standards for Professional Learning in daily practice. Each chapter of the book addresses an individual standard with a real-life story from the field, a summary of the standard’s “big ideas,” expert analysis by the authors, and guided reflection questions for readers.
This excerpt focuses on the Data standard and its three components: Analyze student, educator, and system data; assess progress; and evaluate professional learning. In this real-life scenario, educators in a small, rural school district have a major breakthrough when, during their learning session with a state department of education consultant, they identify key elements in the curriculum that students haven’t mastered. Staff members also recognize that these are areas requiring their own adult learning so that they are able to instruct students more effectively. Using data to assess student progress and to design strategies for improving teaching becomes a school district norm.
DATA: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
A Playbook for Professional Learning: Putting the Standards Into Action
By Stephanie Hirsh and Shirley Hord
Gain practical advice about using the revised Standards for Professional Learning to change how educators learn, improving practice to improve student achievement. Read real stories from the field, delve into each standard’s “big ideas,” find out how the authors would resolve issues to use each standard, and develop your own expertise with the guided reflection provided in each chapter. Easy-to-follow activities for each chapter help readers develop the capacity to use the standards at different levels, from simple understanding to action planning.
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Guided Reflection: What do you think?
The superintendent of this small district was compelled to seek external help when the district was unable to reverse declining test scores. Instead of settling for quick fixes, all district staff learned the power of analyzing data to use to guide continuous improvement. As staff developed skills in interpreting data, they uncovered additional learning needs. Questions remain about whether the district will commit to continuing to learn how to use data beyond analyzing student tests.
- What other sources of data will support staff decision making regarding professional learning?
- What sources of data do you use to inform your professional learning?
- What ideas might the staff include in the district improvement plan?
- How do you suggest the external consultant introduce the other two purposes for data?
- What actions might the principals and teacher leaders take to ensure that staff use data in accordance with Learning Forward’s Standards for Professional Learning?
- What additional knowledge and skills do you need to develop related to the Data standard?
Stephanie Hirsh retired in June 2019 after 31 years with Learning Forward, an international association of more than 13,000 educators committed to increasing student achievement through effective professional learning. Hirsh led the organization as its executive director for the last 13 years where she presented, published, and consulted on Learning Forward’s behalf across North America.
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