Measuring Data Use for Instructional Improvement: Development and Initial Testing of a Teacher Survey and Instructional Team Meeting Log

Abstract

A rich literature supports the use of data in schools to support improved teaching and learning. One widely implemented example of a data inquiry process is Data Wise, developed at the Harvard Graduate School of Education to help instructional teams collaborate around multiple data sources, surface evidence of students’ strengths and opportunities for growth, identify shared problems of practice, and pursue evidence-based solutions. This report describes the development and testing of two instruments –the Teacher Survey for Collaborative Data Inquiry (TSCDI) and the instructional team Meeting Log for Collaborative Data Inquiry (MLCDI)– that SRI developed for an initial efficacy study of Data Wise. The efficacy study was designed to investigate whether the Data Wise process supports instructional improvement and better outcomes for students and teachers, but it was never completed due to the COVID 19 Pandemic. The pilot testing provided valuable insights into the validity and reliability of these instruments. The pilot results highlight differences between Data Wise and non-Data Wise teachers in their professional learning experiences and instructional practices. These differences suggest that structured, data-focused PD, as exemplified by the Data Wise framework, may foster stronger collaboration and more effective instructional practices. We expect these measures to be useful for researchers who are studying the implementation and impact of teacher professional learning about data use and changing instructional practice.