2046.1.2 : Applied Data Literacy Skills
The graduate applies data literacy and analysis skills appropriate to the graduate’s field of specialization to enhance learning and development opportunities for all P–12 students.
2048.1.3 : Best Practices Using Educational Data
The graduate recommends evidence-based practices based on emerging trends in data use appropriate to the field of specialization.
In this task, you will begin by reviewing what you did in Task 1 of this assessment before creating an action plan within your educational setting. An action plan can include a school improvement plan (SIP), a student learning objective (SLO), or a professional learning community (PLC) plan. You will also reflect on best practices for data literacy, including continuous improvement planning, approaches to PLCs, and instructional decision-making processes. You may use the “Action Plan Template” attachment to help guide your submission .
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Write an overview of Task 1: Data Analysis, including the following:
• problem statement
• participants and participant subgroups
• relevant stakeholders
• source the data was selected from
• data analysis
• inferences derived from your analysis
B. Write an action plan, based on your inferences derived from your analysis in part A. Discuss how the action plan can help solve the problem and improve the educational environment in your field of specialization.
1. Describe resources that you will need for the action plan.
2. Describe timelines for the action plan.
3. Describe evidence that the action plan has been implemented.
Note: Examples of an action plan can include but are not limited to an SIP, an SLO, or a PLC plan.
Note: While your role may be that of a principal, curriculum leader, director of English learning, or special education (SPED) teacher, the purpose of this task is to create an action plan based on your analysis of data and the inferences you make based on those data to address the problem identified in part A.
C. Justify how the action plan from part B could be used to help solve the problem and improve the educational environment, using three academic sources that support your position.
1. Discuss how using the iterative decision-making cycle as part of the action plan may solve the problem.
D. Discuss the action plan in terms of its issues of validity, reliability, and ethics.
E. Discuss strategies that you could use to promote the action plan to stakeholders.
F. Describe two examples of emergent education trends related to data literacy that could help drive continuous improvement within your educational setting.
Note: Examples include but are not limited to the following: how data are used in the context of methods that engage and motivate students, effective use of technology, project-based learning, increased engagement with content by using real-world data, and collaboration between educators and other stakeholders to ensure goals are being met.
G. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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NOT EVIDENT The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
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NOT EVIDENT An overview of Task 1 is not provided. |
APPROACHING COMPETENCE An overview of Task 1 is provided, but it does not include 1 or more of the given points. |
COMPETENT The overview of Task 1 includes the given points. |
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NOT EVIDENT An action plan is not provided. |
APPROACHING COMPETENCE An action plan is provided, but it is not based on the inferences in part A, or how the plan can help solve the problem or improve the educational environment in the field of specialization is not discussed. |
COMPETENT The action plan is based on the inferences in part A, and how the plan can help solve the problem and improve the educational environment in the field of specialization is discussed. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not address the resources that will be needed for the action plan, or the resources described do not relate to the action plan. |
COMPETENT The description addresses the resources that relate to and will be needed for the action plan. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not address the timelines for the action plan, or the timelines described do not relate to the action plan. |
COMPETENT The description addresses the timelines for the action plan. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not address evidence of implementation of the action plan, or the evidence described does not relate to the action plan. |
COMPETENT The description addresses evidence of implementation of the action plan. |
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NOT EVIDENT A justification is not provided, or fewer than 2 supporting academic sources are provided. |
APPROACHING COMPETENCE The justification of the action plan is incomplete or inaccurate, or 2 supporting academic sources are provided. |
COMPETENT The justification of the action plan is complete and accurate, and 3 supporting academic sources are provided. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not address how more than one round of analysis may be used to solve the problem. Or the discussion acknowledges that repeated rounds of analysis may be used, but the discussion does not use supporting details. Or the discussion does not address the differences between the rounds of analysis. |
COMPETENT The discussion addresses how more than one round of analysis may be used to solve the problem, including supporting details, and the discussion addresses the differences between rounds of analysis. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not address the action plan in terms of its issues of validity, reliability, and ethics. |
COMPETENT The discussion addresses the action plan in terms of its issues of validity, reliability, and ethics. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not address strategies that could be used to promote the action plan to stakeholders. Or the discussion promotes the action plan but does not discuss strategies. Or the discussion addresses strategies that are unrelated to the action plan. |
COMPETENT The discussion addresses strategies related to the action plan that could be used to promote the plan to stakeholders. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description has fewer than 2 examples of emergent education trends, the trends do not relate to data literacy, or the description does not address how the data literacy trends could help drive continuous improvement for the school. |
COMPETENT The description addresses how 2 examples of emergent education trends relate to data literacy, and the description addresses how the data literacy trends could help drive continuous improvement for the school. |
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NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. |
COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |