I’d like to address the elephant in the classroom. The one that’s standing right in the middle taking up lots of space, crowding the learning environment. Data. Is it taking the fun out of teaching? I guess the answer is yes and ……… no. There is no question that systems, governments and schools needs big data to identify trends, predict patterns of behaviour, allocate resources to emerging and identified areas of need and provide high levels insights. Big data has its place but what about the small data? it can be structured and non-structured, it can be scheduled and randomised and is collected in usable sized chunks that are contextually relevant to a specific setting. Is it possible that using small data can be fun.

If our data has no purpose then what is the point?

Many professionals are getting bogged down in the debate over what seems to be a relentless schedule of data collection.  What we tend to overlook in the debate, is the purpose. If our data collection is serving no real purpose other than to complete a spreadsheet and rob us of teaching time then I agree, what is the point? On the other hand if we are using it to sharpen our focus, to specifically target our teaching then it is critical. Useful data connects people with timely, meaningful insights into student areas for growth and achievement and when used purposefully can be an extremely powerful tool that actually puts the fun back into teaching.

Whilst I agree that data walls, visible targets and performance measures have assisted in creating a sharp focus on evidence based practices and demonstration of impact, is it possible that the pendulum has swung too far in our pursuit of individualised accountability? Nothing is more important to the success of our students than high quality teaching. I am in the privileged position to be able to view our teaching staff in action across schools in our system. What I have observed are staff who have high expectations, are able to cater for the wide range of needs of their students and use highly effective techniques that both engage and challenge our students. High quality teachers are always striving for student improvement. They are possibly their harshest critics, analysing their lessons, their delivery, levels of student engagement and the impact of their work on students. They are using small data all day, every day as a way of improving practice.

Small data allows us to provide our own insights into the relationships we have with our students, it allows us to develop achievable bite sized chunks that we can celebrate and this is where the joy comes back in. I spent my last years on class as a kindergarten teacher. By the end of the year my students could read, write, work mathematically in combination with a whole range of social, emotional and communication skills. I did that. I gave a gift that they would have for life. No matter how old they are or where they are in the world I started that learning journey. When we are able to see the improvement, see the skill development, know that we have had an impact, that’s the incredibly powerful and rewarding element of teaching. The question is how do we know and what role can data play?

Data talks, data walls, data walks, assessment schedules, moderating, criteria analysis, individualised, tiered, standardised the list goes on and all play their role. What is more powerful though, is a strong focus on teams of teachers using contextually relevant small data as a powerful vehicle to drive student improvement. Time spent imputing data into a spreadsheet could be better spent in teacher teams working together to observe practice and refine our craft. Our system actually supports this process through the Performance Develop Framework. At its core it underpins the notation that every teacher, in every school will improve, not because they have to but because they can. High performing teams use this system developed process to increase levels of performance, to strive towards personalised goals that impact on student outcomes. How do we know if we have improved? Small data. Colleagues observe and provide immediate contextualised feedback specific to the individual, its formative assessment for teacher colleagues.

Spending time in teacher teams using our collective knowledge of our students and curriculum to design learning draws on a range of small data for a very specific purpose. In NSW Public Education a strong focus on collaborative instruction is driving this approach across schools. We have strong evidence based, system supported teaching strategies that provide high level direction for our schools. Our teacher teams have the ability to contextualise best practice to become relevant practice for their context. It’s the small data that allows teacher teams to contextualise and target the specific needs of their students. Learning sequences designed with the selection of appropriate assessment techniques allow us to identify what it is that will move student learning forward. This is supported by the purposeful collection of a range of small data. Without the small data it’s just another unsubstantiated opinion that offers little direction.

It’s not the quantity of the data it’s the purpose and how we use it. The fun comes back into teaching when we view data as an avenue to investigate ways to unlock student potential. When we take time to reflect on where a student is, where we want them to be and how we are going to get them there in small achievable and measurable segments we target our teaching. Working this way we identify what students can already do and what they need to learn next. When we bring this down to a very specific skill level and provide a definite timeframe for evaluation and refinement it has the potential to bring a sense of accomplishment that can be almost addictive. It’s the small data that allows us to really know our students. Understanding the purpose behind our data collection and using it to target our teaching will help us build a better relationship with the elephant in the classroom.