"Obviously, That Worked": Examining Links between Data Use and Classroom Instruction. Issue 5 (September 2016)

• Record Type: Journal Article
• Authors: Van Lare, Michelle D.
• Is Part Of: Journal of school leadership. Volume 26:Issue 5(2016)
• Page Start: 756
• Page End: 782
• Publication Date: 2016-09
• Subjects: Teacher Inquiry -- Professional Learning Community -- Interim Assessments -- Qualitative Case Study -- Data-Driven Decision-Making; School management and organization -- United States -- Periodicals; Administration scolaire -- États-Unis -- Périodiques; School management and organization; United States; Periodicals; Electronic journals; 371.2
• DOI: 10.1177/105268461602600502
• Languages: English
• ISSNs: 2631-9659

Abstract

Ever-growing expectations exist for educators to use assessments to collect, analyze, and interpret data, but how, if at all, are these processes affecting instruction? This descriptive case study of one team of second grade teachers offers an analysis of the links between teachers' use of data within their collaborative team meetings and instructional decisions in the classroom Findings illustrate three activities that linked teacher discussions and instruction in classrooms: troubleshooting and normalizing expectations, targeting instruction, and identifying what worked While these links tightly coupled teachers collaborative use of data and assessments with their classroom instruction, they did so by prioritizing isolated instructional responses focused on discrete skills and specific instructional strategies. Implications include building structures that reframe what teachers mean by "worked" when inquiring into student learning.