“…That is, our evaluation data can suggest that we have room for program improvement, but these data are not helpful in telling us precisely what to improve. For these reasons and drawing extensively from the literature on more robust data-use practices (Cosner, 2011, 2012, 2014a, 2014b; Finnigan & Daly, 2012; Finnigan et al, 2012; Gallimore, Ermeling, Saunders, & Goldenberg, 2009; Timperley, 2009), we have collected a variety of additional data sources to help us identify program and instructional problems that are likely contributing to or explaining our current outcome data and results. Completing audits of our curriculum in relation to the competencies that our students must develop, reviewing students’ course evaluations, holding student focus groups and administering student surveys that investigate students’ program experiences and self-reported learning outcomes, and examining student course and field work and assessments to locate patterns of problems that we can consider in relation to our curriculum, coaching and instructional practices are additional streams of data that have been particularly instructive for ongoing program improvement.…”