Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers

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Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “A common pattern is to devote instructional planning time to identifying students of concern and planning remediation or review (Blanc et al., 2010; Cosner, 2011; Christman et al., 2009; Nabors Oláh et al., 2010; Shepard et al., 2011).”
Trust and Collaboration in PLC Teams (2015, background): “Therefore, without a high degree of trust, teachers may not share this critical information, thus limiting their growth as teachers and impairing individual and team’s effectiveness (Cosner, 2011; Goddard et al., 2007; Harris & Jones, 2010; Tschannen-Moran, 2001).”
Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, background): “Although data-use skills may improve over time with experience (Cosner, 2011; Jacobs, Gregory, hoppey, & Yendol-hoppey, 2009), working with others has the potential to develop teachers’ ability to understand and use data to inform and improve practice.”