4.6c | Performance Indicators

As a data-driven decision-maker, the coach is expected to partner with educators to empower students to use learning data to set their own goals and measure their progress.

Utilizing Learning Data

In the earlier Program Evaluation project I conducted, throughout each area of data collection including teaching quality, teacher communication, class activities, curriculum, campus facilities, and logistics, performance indicators were first set so that they can be measured later on. The Teacher Diaries were used by teachers to log the students’ learning progress throughout the evaluation period. 

From this Program Evaluation, one of the key discoveries we made from parents’ feedback and teacher observation was in the area of student attention span. We had initially set each lesson length to be 2 hours but after the evaluation, we decided to shorten the lesson length to 1.5 hours instead because the students were between 3-5 years old and had a relatively shorter attention span. 

Student Learning Progress

In my school, we also make it a point to record student learning progress in a structured manner and student report cards are issued to parents every 6 months to report on student progress and devise improvement plans.

In my post titled “Overcoming Learned Helplessness in the Digital Age“, I outlined the steps to move students from learned helplessness to learned industriousness. It starts with first engaging learner interest by creating learning experiences that engages the interest of the learner. The next important step is goal-setting. Without first setting learning goals, there is no reference point from which to benchmark performance. Goals should be ambitious and challenging yet not overly ambitious that they are unachievable. Coaches should also consider progressively increasing the difficulty of goals to help learners develop a sense of achievement on the path to mastery. Finally, coaches should provide positive reinforcement to students as they progress but should also be mindful to praise the effort instead of the student’s intelligence in order to drive positive effects on student motivation.


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