Exploring the Roles of School Culture, Leadership, and Teacher Characteristics in Teachers' Data-Based Instructional Practices

• In Event: 46.030 - Owning the Reform: Teacher Use of Data for Instructional Improvement

Abstract

Data-based instructional strategies are widespread despite mixed evidence of their impacts on teacher practice and student achievement, and limited evidence of contextual factors that may explain these results. We present findings from a multi-year experimental evaluation of a data-based interim assessment and coaching program. We examine its impact on teachers’ data use and instructional practices, and the mediating role of leadership, culture, and attitudes and aptitudes. Results from year-two surveys show a positive program impact on use and review of data, but no impact on instructional differentiation, suggesting that data use may precede meaningful instructional change. Despite having no impact on the hypothesized mediators, results also suggest that they are potentially important factors in teachers’ data use and instructional practices.

Authors

• Beth Morton, Center for Education Policy Research - Harvard University

• Martin West, Harvard Graduate School of Education