Exploring Data-Driven Decision Making in a Rural Elementary School

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Leading and Implementing Data Use Practices in Schools

Abstract

The expectation that teachers will engage in data-driven decision making [DDDM] is now the norm in schools. However, teachers often indicate they are not sufficiently prepared to use data to modify instruction. Low and declining student performance in rural schools indicates a need for school improvement through, among other approaches, DDDM. Yet teachers in rural schools may have insufficient access to professional development (PD) opportunities to support their DDDM practices. This study explored how teacher capacity for DDDM may develop through professional development opportunities in a rural elementary school in a mid-Atlantic state. Findings indicate that PD opportunities regarding data use were scarce and did not appear to target domains of knowledge and skills needed to build capacity for DDDM.

Authors

• Jane Patrick, inquirED

• Tonya R. Moon, University of Virginia

• Catherine M Brighton, University of Virginia

• Coby Meyers, University of Virginia

• Latisha Hayes, University of Virginia