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Weave Data Into Learning

Support and Planning Are Key to Integrating Data Use Into Teacher Practice

By Learning Forward
October 2013
During a dialogue in a course for aspiring principals, I laughingly shared a story from my days as a middle school teacher as an example of ineffective professional learning. The district had purchased computers (for every teacher!), and we were provided a beginning-of-year, one-hour training on the basics of the district network and expected uses. One catch: The vendor was late with delivery, so we sat in a small room — sans any computers — and passively listened to a central office representative talk about what the interface would look like when the computers were delivered. This happened more than 15 years ago. Imagine my surprise when a middle school teacher in a large urban district shared a similar — but more recent — story.

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Authors

Jo Beth Jimerson

Jo Beth Jimerson (j.jimerson@tcu.edu) is assistant professor of educational leadership at Texas Christian University in Fort Worth, Texas.

Resources on Data Use

Earl, L.M. & Katz, S. (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Thousand Oaks, CA: Corwin Press.

Hamilton, L., Halverson, R., Jackson, S.S., Mandinach, E., Supovitz, J.A., & Wayman, J.C. (2009). Using student achievement data to support instructional decision making. Washington, DC: National Center for Education Evaluation, Institute of Education Sciences.

Louis, K.S., Leithwood, K., Wahlstrom, K.L., & Anderson, S.E. (2010, July). Learning from leadership: Investigating the links to improved student learning. St. Paul, MN: Center for Applied Research and Educational Improvement.

Wei, R.C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.

References

Elmore, R.F. (2009). The problem of capacity in the (re)design of educational accountability systems. In M.A. Rebell & J.R. Wolff (Eds.), NCLB at the crossroads: Reexamining the federal effort to close the achievement gap (pp. 230-261). New York, NY: Teachers College Press.

 

Jimerson, J.B. & Wayman, J.C. (2011). Approaches to data-related professional learning in three Texas districts. Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, LA.

 

Kerr, K.A., Marsh, J.A., Ikemoto, G.S., Darilek, H., & Barney, H. (2006, August). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112, 496-520.

 

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

 

Marsh, J.A., McCombs, J.S., & Martorell, F. (2010, November). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.

Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing data-informed decision-making in schools: Teacher access, supports, and use. Washington, DC: U.S. Department of Education Office of Planning, Evaluation and Policy Development.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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