Effects of an intervention for data-based decision making on teacher professional development

Schools are increasingly expected to use data for school improvement. However, educators struggle with the use of data (e.g. data-based decision making). Professional development in this area is needed. Therefore, we designed and implemented a professional development program for data use: the data team procedure. This study focuses on the effects of the data team procedure in ten schools. We studied the effects with regard to (1) the satisfaction of teachers with the procedure, (2) attitude, knowledge and skills with regard to data use, (3) use of knowledge and skills, and (4) improved student achievement. A mixed-methods study, using questionnaires, data literacy assessments, and interviews, showed that the participants are satisfied about the professional development program. Also, we found that teachers scored significantly higher on the data literacy assessment compared to the pre-test. The results for using knowledge and skills and improved student achievement were mixed. Some teachers reported using data in their own practice, but several teachers indicated that they did not use data in their own practice (yet). In the paper and presentation we will further discuss the content of the data team procedure, the methodology used to study the effects of the data team procedure, as well as the effects found. The data team procedure is a promising type of support