Delivering quality instruction to students requires that teachers take concentrated time to look at the outcomes of students’ work. In a quality school system, teachers must collect and review student the results of students’ daily tests, quizzes, activities, project and other assessments and apply that information to their instructional practices.
It is imperative for effective teachers to incorporate the results of student learning into how they teach the next lesson and into the ways in which they pace and plan the whole unit of instruction. This work is increasingly labor intensive. Teachers must analyze student data in a setting where they have the opportunity to collaboratively ask the critical questions: What did we want students to learn? Does the student data show if they learned it? What will we do when we find, in some cases, that students didn’t master a concept?
The dialogue generated by these questions allows teachers to redesign lessons based on input from colleagues whose students may have demonstrated more success in the learning. It allows them to create completely new lessons together, or to create new and improved activities for students to practice and demonstrate their mastery of a lesson.