This multi-method, descriptive study provides the stakeholders of the PreK-12 southwestern school district with quantitative and qualitative feedback about certified teachers' assessment of the impact of the Data Team Process on their teachers' instructional practices. Teachers, intervention specialists, speech and language specialists and counselors at the Pre-K, elementary, middle school and high school levels determine the degree to which the Data Team Process has allowed them to collaboratively implement specific research-based curricular, assessment, instructional and leadership practices with their students.
All certified district teachers were invited to participate in the Data Team Process Survey and were asked to respond to open-ended questions, while smaller groups of certified district teachers participated in focus group interviews. The triangulated results allow teachers, principals and central office administrators to improve the effectiveness and efficiency of the Data Team Process in order to improve student achievement and instructional quality. Knowing which components teachers find most effective and least effective will help classroom teacher teams, whole schools and the district as a whole design or revamp the Data Team Process to maximize success for teachers and their students.
The quantitative and qualitative results from this study indicate that the district teachers assessed the impact of the Data Team Process on their curricular, assessment/feedback, instructional and leadership practices as positive. Teachers generally reported that the process positively impacted student learning, though results varied between pre-school, elementary, middle school and high school levels. Results were reasonably consistent within the pre-school and elementary levels, varied slightly within the middle school level and were more variable at the high school level.
The study exposed the need in the district to focus on the full ten-step Data Team Process, provide protected time to work in Data Teams, design teams carefully to allow same subject teaches to work together, enforce common norms of behavior, and create school-wide Data Teams to orchestrate the efforts of subject/grade level teams within buildings.
Future studies should involve action research on the use of school-wide Data Teams, implementation of the full ten-step Data Team Process, the use of common plan time and its relationship to the process.
|Commitee:||Davis, Jim, Emanuel, Gary, Schwanenberger, Michael|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy|
|Keywords:||Core instructional practices, Data team process, Data teams, Data-driven instruction, Educational learning communities, Educational systems, Professional learning communities|
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