Examining How Teacher Leaders Facilitate Evidence-Informed Data Conversations About Student Learning

• In Event: 46.045 - Teacher Leaders Engaged in Collaborative Learning

Abstract

Educating teachers to use data effectively is increasingly believed to be a lever for improving teachers’ practice and attaining more equitable outcomes for students. In this study, completed at a low-income urban elementary school, we examine how teacher leaders engage in and facilitate productive evidence-based conversations focused on students’ learning. Teachers were participants in a professional development program that begins with teachers’ inquiry questions to guide their development of skills in using classroom data effectively. Using discourse analysis we document the wide range of ‘moves’ teacher leaders make in data conversations to support their colleagues’ learning and to maintain their focus on students’ thinking and understanding. We also describe challenges faced and overcome and instructional changes resulting from teachers’ learning.

Authors

• Julie M. Nicholson, Mills College

• Anna E. Richert, Mills College