Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention

Abstract

Research suggests that school leaders play an important role in cultivating and developing collaborative data practices by teachers. Although diagnosis and intervention are critical facets of leaders' work to support collaborative data practice development, this work remains poorly understood. Missing from data-use literature is more explicit and holistic attention to diagnostic factors and interventions of importance to the ongoing development of collaborative data practices. To address this knowledge gap, this article integrates largely unsynthesized literature to advance a schema for school leader diagnosis and intervention as a central mechanism for supporting the ongoing development of collaborative data practices.

Notes

1. Several authors discuss varied types and purposes of assessments appropriate for teacher data use for instructional considerations and responses. See, for example, Bulkley et al., (2010); Hamilton et al., (2009); Marsh et al., (2006); and Supovitz and Klein (2003). Perie, Marion, and Gong (2009) and Li, Marion, Perie, and Gong (2010) provide useful frameworks for considering and evaluating interim assessments. Pelligrino et al. (2001) discuss a variety of assessment issues of importance for teacher data use.

2. There are several books and articles that provide more intensive discussions of analytic processes, such as Boudett et al., (2005) and Goertz et al., (2009).

3. Research suggests that some teams identify particular performance “thresholds” that specify when a standard or item is regarded as a lower performing standard or item. See, for example, related discussion in Datnow et al., 2007 and Goertz et al., 2009.

4. Tools such as the Organizational Health Survey (Smith, Hoy, & Sweetland, 2001) and the Faculty Trust Survey (Hoy & Tschannen-Moran, 1999) are developed survey instruments that include elements on collegial trust and can be used for initial and ongoing assessments of collegial trust.