#data teams

[pavel-nosok]

Helsinki-based Ellie.ai secures €2.5 million to help teams make the most value out of their data

Ellie.ai, a pioneer in product design and collaboration software for data teams, announced that it has secured a €2.5 million seed funding round co-led by Newion and Crowberry Capital. The startup is on a mission to reverse a troubling trend: as a study indicates, a staggering 80% of data initiatives struggle to provide business value…. This content is for members only. Visit the site and log…

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[soundeditingtoolvds]

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[publication-disabilities-wpy]

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[powwhamteaching]

On Data Teams and Unhelpful Answers

Today we had a follow-up meeting about data teams. We each had to come up with a pre-assessment to assess our standard, and then we combined it into one quality assessment.

I actually took mine seriously. I’m in a weird space where I’m tired of feeling cynical and defeated in teaching, so I thought I’d give drinking the Kool Aid a try. I must say, my pre-assessment was totally dope. It was baller.

However, before our meeting started, I brought something up with our facilitator. I made sure to do this before anyone else got there so they wouldn’t feel put on the spot. But I pointed out that it took me about an hour just to make one assessment that measures only one standard. We’re going to have at least three assessments, possibly more if we follow the model. And then there’s the time taken to give the assessment, grade the assessment, sort the assessment data into something meaningful, then have conversations/make decisions based on this data. So my question was whether there are other schools that are further in the process and if they had ways of making this whole thing more efficient.

And the answer I got was that we only do this with “priority standards,” and then a bunch of stuff that didn’t really address my question or help me implement this in my actual classroom a meaningful way.

sigh

This is my sixth year of teaching, and data team stuff has been sold to me this whole time. And I honestly, truly give it a try, but the whole process is incredibly time consuming and relies on everything working perfectly and smoothly—which, as you know, is rarely how this teaching gig actually works. As a result, something always falls apart on me (it takes too long to gather assessments, we take too long to make a decision) and the whole thing falls by the wayside.

It’s just frustrating because I am trying to be on the team, but nobody is telling me how to play the game. They are just giving me plays, and they sound good on paper, but I have no idea how to actually implement them into reality.

I’m trying to do these initiatives that most of the staff thinks are a waste of time, but I am actually trying to give them a chance, but no one is acknowledging my legit concern that I don’t know how to make this work in practice.

Which pretty much leads me back to believing that being cynical/skeptical about it was the right choice all along.

[powwhamteaching]

On Data Teams and Rejecting the Kool-Aid

Okay. Here’s the much more negative and cynical part of what came out of today’s meeting which I wrote about earlier.

Do we even understand how research and data work?

Part of our data-team process, and the part that my group openly rejected, was that we should agree on a common teaching strategy so that our post-assessment would measure its effectiveness.

What’s the point of the common teaching strategy? I get that the idea is to figure out stuff that works, but you have not isolated the variable even a little bit to determine that the teaching strategy was the reason for student gains.

Let’s say we all agree to do, I dunno, Cornell notes because note-taking is a Marzano strategy with a percentile gain of 34. Fine. My fellow teachers and I have completely different personalities and completely different students with completely different classroom compositions and skill levels and will be scaffolding things completely differently, so you’re not actually measuring whether or not Cornell notes work. Also, it’s entirely possible that what I can do with cooperative learning, the teacher down the hall can do with a read-lecture-reflect model.

I know this is something hard to grasp when you look into a classroom and merely see data points, but people--teachers and students included--are actually widely variable. 

This is one of those things that totally breaks me, because it hits on three obnoxious things at once:

The idea that education can be homogenized, becoming a fine-tuned assembly line where the parts are easily interchangeable

The implication is that teachers don't know what they're doing and need to prove it

THIS IS NOT HOW SCIENCE WORKS OH MY GOD I'M A LANGUAGE ARTS TEACHER TOO HOW DO YOU EVEN GET A MATH/SCIENCE DEPARTMENT ON BOARD WITH THIS