Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention

Cosner, Shelby

doi:10.1080/15700763.2011.577926

Cited by 24 publications

(61 citation statements)

References 85 publications

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“…Once again, other studies of data use also indicate that district-level conditions can influence CBI-teacher work, including structures that support a data-use initiative, leadership, funding, and intervention alignment with other policies (Farrell, in press;Marsh, 2012). Principal commitment, strategic selection of participants, and resources of time, space, and funding are other school-level factors that our research and other studies have found to enable CBI efforts (Cosner, 2012;Levin and Datnow, 2012).…”

Section: Conditions That Moderated the Capacity-building Processmentioning

confidence: 93%

How leaders can support teachers with data-driven decision making

Marsh

Farrell²

2014

Educational Management Administration & Leadership

186

156

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As accountability systems have increased demands for evidence of student learning, the use of data in education has become more prevalent in many countries. Although school and administrative leaders are recognizing the need to provide support to teachers on how to interpret and respond to data, there is little theoretically sound research on data-driven decision making (DDDM) to guide their efforts. Drawing on sociocultural learning theory, extant empirical literature, and findings from a recent study, this paper develops a framework for understanding how to build teacher capacity to use data, specifically informing what practices administrators might employ, when in the DDDM process to employ these practices, and how these mechanisms may build teacher knowledge and skills. Given the global economic climate, administrators face difficult choices in how to invest scarce resources to support data use and once invested, how to ensure that teachers gain, and sustain, the needed capabilities once the supports are removed. The framework provided herein presents a set of concepts that may be useful in guiding these decisions. Implications for leadership practice, as well as suggestions to guide future research and theory development, are discussed. KeywordsData-driven decision making, data use, literacy coach, data team, sociocultural learning theory, professional learning community, accountability, school and district leadership An increased availability of technology, financial support from policymakers, and greater accountability for student outcomes have all contributed to the increased focus on data use for educational improvement globally (Hamilton et al.,

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Section: Conditions That Moderated the Capacity-building Processmentioning

confidence: 93%

How leaders can support teachers with data-driven decision making

Marsh

Farrell²

2014

Educational Management Administration & Leadership

186

156

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“…A common "mantra" of the modern day educator (Ikemoto & Marsh, 2007; see also Coburn & Turner, 2011Hamilton et al, 2009;Mandinach, 2012), being "data driven" is not only an expectation, but also increasingly a formal criteria used in teacher evaluations. Yet, research suggests that although teachers appreciate having access to various types of dataincluding metrics from classroom assessments, common grade assessments, teacher observations, interim or benchmark assessments, state tests-they often struggle to use data due to a lack of skills and knowledge to formulate questions, select indicators, interpret results, and develop instructional responses (Cosner, 2012;Kerr et al, 2006;Means, Chen, DeBarger, & Padilla, 2011;Olah, Lawrence, & Riggan, 2010;Supovitz & Klein, 2003).…”

Section: Introductionmentioning

confidence: 99%

Building Teachers’ Data-use Capacity: Insights from Strong and Developing Coaches

Huguet

Marsh

Farrell

2014

EPAA

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Coaching has become a central strategy in district and school efforts to build teacher capacity to interpret and respond to student learning data. Despite their popularity, there is limited research on the implementation of these initiatives. This article begins to addresses this gap by examining the elements of a coach's practice that appear to build teachers' skills and knowledge to use data to guide instructional decisions. Drawing on sociocultural learning theory and interview and survey data collected in four middle schools-two with "strong" coaches and two with "developing" epaa aape

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“…On one hand, much quality work has emerged recently that focuses on what colleges of education (and nontraditional preparation programs) do, can do, or should do to better prepare ECT to use data in the service of teaching and learning (Mandinach & Gummer, 2013;Mandinach & Jackson, 2012). And, some research on district-enacted supports (i.e., data teams, instructional/data coaches, and collaboration) provides a strong and growing evidence base to guide district efforts (see Anderson, Leithwood, & Strauss, 2010;Cosner, 2012;Kerr, Marsh, Ikemoto, Darilek, & Barney, 2006;Means et al, 2011).…”

Section: Mentors As Supports Formentioning

confidence: 98%

Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors

Jimerson

Choate²,

Dietz

2015

Leadership and Policy in Schools

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Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not.To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed.Equipping teachers to use data in the service of teaching and learning is a critical piece of the school improvement puzzle. Increasingly, policymakers press colleges of education to enact reforms so that teacher candidates graduate with a full slate of skills and enter teaching prepared to engage in robust data-informed practice from "day one" (Duncan, 2010).

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Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention

Cited by 24 publications

References 85 publications

How leaders can support teachers with data-driven decision making

How leaders can support teachers with data-driven decision making

Building Teachers’ Data-use Capacity: Insights from Strong and Developing Coaches

Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors

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