As a school, we participate in data team meetings once per week for each core subject. I participate in a Literacy Data team on Tuesday's and a math data team on Thursday's. This is a 45 minute time-frame dedicated to reviewing student data. During this time, my instructional coach and I comb through recent student data to help inform planning, best practices, and student next steps. Other times, we use student data to help us create an appropriate task for students to complete during an upcoming lesson or as an informal assessment.
DeMatthews, (2014), reminds us that theories of distributed leadership provide a rich conceptual framework for posing questions and examining the efforts of a varied group of stakeholders engaged in these efforts. Thus, one way to ensure data teams are an effective collaboration strategy is to distribute leadership roles by utilizing the strengths of the staff members involved in the meeting! For instance, Our vice principal is considered by us all to be very tech savvy and can help direct us to some technological resources or ways to include technology into the upcoming lesson. On the other hand, the classroom teacher is usually the only team member present while the student data is actually being collected. The team will need to hear from her/him when deciding how accurate a articular students' data is/is not and why. The teacher can give the team insight on understanding if the data is a true reflection of the child's ability or if other factors impacted the data.
References: DeMatthews, D. (2014). Principal and teacher collaboration: An exploration of distributed leadership in professional learning communities. International Journal of Educational Leadership and Management, 2 (2), 176-206