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Lead Data Team in the Secondary School, Meeting #3

Adapted from

Nancy Love by Kara Johnstone, NFSB


The purpose of this lead data team workshop is To build teacher capacity in order to better influence instruction through the effective use of data; to build leadership and capacity in order to bridge the gap between data and results; and to improve teaching and learning through enhanced collaboration between teachers, departments, and schools.


The third in a series of three workshops, this meeting is intended to build teacher capacity to lead Professional Learning Communities and data-driven dialogue. During this session, teachers work with student artifacts (Ministry exams) to identify the questions most students answered incorrectly. Assuming these questions represent the content most students had difficulty with, this data is used to influence teacher instruction. The downloads for this workshop include the workshop PowerPoint slides, a blank copy of the task deconstruction Table, a prompt sheet with possible questions while looking at data, a blank stoplight highlight Graph and a template of the ‘Predict’ activity.

Context For Use

Following on from the second workshop, the third meeting is also appropriate for both small and large groups and provides an introduction to PLCs and Lead Data Teams in school boards and schools. There are a number of handouts for participants to explore and try out in their schools. The content focuses on student success.


  • Knowledge activation - The context of the workshop is around the very familiar topic of teaching and learning to improve student success; allowing participants to use their existing knowledge and experience to assimilate the new learning.  
  • Knowledge mobilization - The workshops motivate teachers to learn more about the assessment tools available in their schools, as well as the resources being used at the elementary level. They can then begin to take responsibility for the use of data and discuss how it might influence their teaching.



Allow discussions between teachers from the same subject area to take shape away from other subject areas. Each group, for example Math teachers or English Language Arts teachers, will generate extremely different conversations and preoccupations about content, teaching, and student errors. By providing teachers with this 'space', they will begin to take ownership not only for student results, but also for which methods to use to address student errors at the classroom and department levels. Experience indicates that teachers are motivated to continue this activity when they return to their schools and classrooms. They also begin to plan for future sessions about data-analysis.

Find Out More

Data Coach's Guide to Improving Learning for all Students: unleashing the power of collaborative inquiry, Love, N. (2008).

Meeting #1

Meeting #2