Activity+3+Reflection+on+Teacher+PD+for+Math+Data

**Professional Development for Teachers on Quarterly Math Assessment Data** **on February 9, 2010**
====As the Math Coach at the school site, a main part of my job is to get the teachers to use the quarterly math assessment data from their students to help them prepare for the California Standards Test, or CST. (Standardized Testing and Reporting Program 2010). The district instituted mandatory quarterly math assessments that were aligned to the CST in order to improve instruction and test scores. In this PD, I had the teachers use the myData website from the district to obtain their scores (Los Angeles Unified School District 2010). We then disaggregated this data in numerous ways to help them plan instruction.==== ====One of the ways they can show the data is by the math standard. This allows them at a glance to see how both the class and individuals performed by individual standard. This meant that I had to learn all the different ways that the system could show the data. I wanted to be able to suggest and model the methods and reports that would be the most useful.==== ====Our district has made a huge commitment in resources to become both data-driven and user-friendly to the end users of the information. MyData replaced a very cumbersome the little used reporting system. This helped me master the standard because the promise of technology is to allow teachers to readily obtain, understand, and implement the test data so that they can adjust instruction for the high stakes test (CST).====

**Self-Assessment**
====I learned more about the myData system. I also had another opportunity to help teachers use technology to access information. I was somewhat familiar with the system that myData was replacing. I didn’t use it very much for the same reasons the teachers didn’t; it was unwieldy and time consuming to use. I worked hard to show the teachers how they could add this new information to what they already know about the district’s system, just like I did.====

**Learn as a Learner**
====I was already familiar with the teachers and knew their attitudes towards using student information to guide instruction. I wanted to make sure that they saw the benefit to themselves and to their students. I feel I did an adequate job of getting this across. Again, I have worked with these teachers quite a bit previously. I don’t think I changed anyone’s mind one way or the other.====

**Lifelong Learning Skills**
====I was reminded once again of the need to keep encouraging reluctant teachers to embrace web 2.0 technologies. They are not going away and will only increase. I also have to keep abreast of the various changes in educational technology and share them with my colleagues. I must continue to learn how to help my fellow educators bridge the divide between digital immigrants and digital natives (Prenksy, 2001).====

**Implementation of the ISTE Indicators**
====TF-IV.B.1: “Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning” (Williamson, & Redish, 2009, p.230). I showed the teachers how to access their data and use it to guide instruction.====

**References:**
====Los Angeles Unified School District. (2009). LAUSD – Education technology –plan 2009-2012. Retrieved from http://www.scribd.com/doc/15071983/LAUSD-District-Documents- Education-Technology-Plan-20092012-==== ====Los Angeles Unified School District. (2010). MyData. Retrieved from http://notebook.lausd.net/portal/page?_pageid=33,1047597&_dad=ptl&_schema=PTL_E Prensky, M. (2001). Digital native, digital immigrants: Part 1. On the Horizon, 9(5), 1-6====