What data should you use to inform instructional coaching decisions?

1 Qualitative data

Qualitative data are information that describe the characteristics, experiences, or perceptions of teachers, students, or other stakeholders. They can include observations, interviews, surveys, focus groups, artifacts, or portfolios. Qualitative data can help you understand the context, challenges, and opportunities of the teachers you coach, as well as their beliefs, attitudes, and motivations. They can also help you capture the nuances, emotions, and stories that quantitative data may miss. To use qualitative data effectively, you need to collect them systematically, analyze them rigorously, and triangulate them with other data sources.

3 Formative data

Formative data are information that you collect and use during the coaching process to inform your next steps. They can include pre-assessments, check-ins, reflections, feedback, or self-evaluations. Formative data can help you tailor your coaching to the teachers' specific needs, goals, and preferences, as well as adjust your coaching strategies based on the teachers' responses and progress. They can also help you foster a collaborative and trusting relationship with the teachers you coach, as well as empower them to take ownership of their learning. To use formative data effectively, you need to collect them frequently, share them openly, and act on them promptly.

4 Summative data

Summative data are information that you collect and use at the end of the coaching cycle or program to evaluate your overall results. They can include post-assessments, surveys, interviews, or portfolios. Summative data can help you measure the outcomes and impact of your coaching on teachers' practice and student learning, as well as identify the strengths and weaknesses of your coaching approach. They can also help you celebrate the achievements and growth of the teachers you coach, as well as provide recommendations for future coaching or professional development. To use summative data effectively, you need to collect them systematically, analyze them objectively, and report them clearly.

5 Ethical data

Ethical data are information that you collect and use in a way that respects the rights, privacy, and dignity of the teachers you coach, as well as the students and communities they serve. Ethical data can help you build trust and credibility with the teachers you coach, as well as ensure that your coaching is aligned with the professional standards and values of your field. They can also help you avoid or address any potential conflicts of interest, biases, or ethical dilemmas that may arise in your coaching practice. To use ethical data effectively, you need to follow the ethical principles and guidelines of your organization, institution, or association, as well as seek informed consent, protect confidentiality, and ensure validity and reliability.

6 Actionable data

Actionable data are information that you collect and use in a way that leads to meaningful and sustainable changes in teachers' practice and student learning. Actionable data can help you plan and implement effective and relevant coaching interventions, as well as monitor and evaluate their impact. They can also help you engage the teachers you coach in data-driven decision making, problem solving, and reflection. To use actionable data effectively, you need to align them with the goals and priorities of the teachers you coach, as well as the curriculum and standards of your school or district. You also need to communicate them clearly, timely, and constructively, and provide support and follow-up as needed.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?