Analyzing Student Work, Discussing Data & Grading November 16, 2022 Beginning Teacher Professional Development ccs mentors: Shannique Boomer-Brown, Jesse James, Taejon Owens, Staci Spear & Necia Swain

Analyzing Student Work, Discussing Data & Grading
November 16, 2022
Beginning Teacher Professional Development
CCS Mentors:
Shannique Boomer-Brown, Jesse James, Taejon Owens, Staci Spear & Necia Swain

Analyzing student work and data provides teachers with valuable information about students’ understanding of concepts and skills. Educators use this information to assist them in making instructional decisions for improving student learning.

Encourages teachers to consider:

• What are my students’ strengths?
• What are my students’ needs?
• Do my students have adequate foundational content and skills to move forward?
• How can I support student learning through scaffolding and differentiation?
• How can I personalize learning through the use of holistic data (structured, unstructured, behavioral, and personal data), by designing instruction that meets the needs of students in a multitude of ways?
• How can I strategically use data to identify actions at the whole group, small group and individualized levels to support all learners?

ARTIFACT ANALYSIS is fundamental to discovering student strengths and needs in relation to the learning goals you are developing in learners. Using artifact analysis to identify student strengths and needs allows educators to construct a positive and proactive culture within their classrooms. By starting with strength, teachers can ensure both they and their learners acknowledge powerful learning before beginning to address student needs.
FOCUSING ON STUDENT’S STRENGTHS:

• establishes a positive tone in the room
• reinforces positive choices by the learners in the room
• celebrates growth and mastery
• builds confidence
• enhances the learning experience
• encourages the students to set goals
• motivates students to collaborate

FOUNDATIONAL SKILLS are a fundamental and essential set of skills that are critical to the mastery of higher-level concepts as students move forward. They serve as the basis for supporting learning.
SCAFFOLDING helps students bridge the gap between what they know (prior knowledge) and what they need to know (current curriculum), supports them as they develop new skills and breaks down unfamiliar skills (missing foundational skills or unmastered content) into smaller, easily accessible ideas.
INSTRUCTIONAL SCAFFOLDING is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students’ experiences and knowledge as they are learning new skills. These supports are temporary and adjustable. As students master the assigned tasks, the supports are gradually removed.
https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/