How Teachers Can Turn Data into Action

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About

From state and Common Core tests to formative and summative assessments in the classroom, teachers are awash in data. Reviewing the data can be time-consuming, and the work of translating data into real change can seem overwhelming.

Preface

Acknowledgments

Introduction

Before Meeting: Developing Data Literacy

Data Meeting 1: Reviewing Existing Data and Asking Questions

Data Meeting 2: Triangulating the Data

About the authors

Daniel R. Venables is founder and executive director of the Center for Authentic PLCs, an independent consulting firm committed to assisting schools in building, leading, and sustaining authentic professional learning communities (PLCs).

During his career of more than 30 years in education, Venables has been a classroom teacher in both public and independent schools in South Carolina, North Carolina, and Connecticut for 24 years, serving as a math department chair for 18 of those years. He was a professional development coordinator with the nation's 18th-largest district, Charlotte-Mecklenburg Schools.

Daniel holds a master's degree in mathematics from Wesleyan University. In 1994, he was trained as a Math/Science Fellow with the Coalition of Essential Schools, where he began his working experience with PLCs. In 2002, he was named South Carolina Independent School Teacher of the Year.