Use EQUIP data to take action: test new strategies, collect data again, and align professional development to surfaced needs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that teachers use EQUIP data to motivate change: try a new classroom strategy and collect data again to check for improvement, and use data from a department, grade level, or school to design or identify professional development aligned to teachers' areas for growth. Cathery's team, noticing multilingual learners were not participating in whole-group discussions, focused professional development on strategies for that need.

Design Implications¶

Context¶

Requirements¶

• Multiple rounds of data collection so users can see change over time
• Teacher agency in choosing the problem to address

Constraints¶

• The experience should be used to motivate change given the vulnerability of surfacing inequities

Target Learners¶

• elementary, secondary, and community college mathematics teachers

Target Learning Goals¶

• equitable participation in mathematics classrooms

Related Strategies¶

• Send EQUIP data reports in advance of debriefs and use discussion protocols to guide data conversations
• Weigh live, video, and customized nonverbal data collection methods when using EQUIP
• Equitable Classroom Observations
• Empowering Teachers with EQUIP

Examples¶

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Key Sources¶

• Cunningham, J., Takahashi, S., & Hirschboeck, K. (2024). Using the EQUIP observation tool to advance equity in math classrooms. WestEd. https://eric.ed.gov/?id=ED655697