During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district’s two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets—archival literacy benchmark scores and coach surveys—to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches’ ability to implement the data initiative successfully.
|Advisor:||Caskey, Micki M.|
|Commitee:||Hara, Moti, Kapoor, Priya, Petti, Amy D.|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 77/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Coaching, Data informed decision-making, School reforms|
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