- What conversation do I want to have and what data do I need to have the conversation?
- Protocols – never make a decision with only one data-type on the table.
- Data needs to be about the interest of individual students – not a political tool.
- What are we talking about in the hallway? What’s the data say about us as professionals?
- There’s evidence that quality reflective teacher dialogue in groups has made a positive impact on improving student learning.
- As we take data – we need to do so tentatively. Treat your thoughts as theories until it’s verified.
- Data can take us from our primary role of educator.
- Use data purposefully, responsibly, and intentionally in ways that foster trust, responsiveness, and further the mission.
- When we reflect on our own data – we have the opportunity to refine our impact on students.
- Seek multiple perspectives when analyzing data so we are not blinded by bias.
- We need to provide trusting and safe learning environments where data is used respectfully.
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