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, CitationBulkley et al., (2010); CitationHamilton et al., (2009); CitationMarsh et al., (2006); and CitationSupovitz and Klein (2003). CitationPerie, Marion, and Gong (2009) and CitationLi, Marion, Perie, and Gong (2010) provide useful frameworks for considering and evaluating interim assessments. CitationPelligrino et al. (2001) discuss a variety of assessment issues of importance for teacher data use.
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 CitationDatnow et al., 2007 and CitationGoertz et al., 2009.
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