Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
N/A
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Education (EdD)
Degree Program
Education
Year Degree Awarded
2016
Month Degree Awarded
September
First Advisor
Linda Griffin
Subject Categories
Curriculum and Instruction | Curriculum and Social Inquiry | Educational Administration and Supervision | Other Teacher Education and Professional Development | Secondary Education and Teaching | Teacher Education and Professional Development
Abstract
ABSTRACT SHARED FOCUS/COLLECTIVE RESPONSIBILITY: THE LIVED EXPERIENCE OF EDUCATORS AS MEMBERS OF A DATA TEAM IN A CONNECTICUT PUBLIC HIGH SCHOOL This study explores the experiences of five high school English Teachers in a Connecticut public school acting as an Instructional Data Team as prescribed by the Connecticut Accountability for Learning (CALI) model. Data Teams are teams of educators that participate in collaborative, structured, scheduled meetings, which focus on the effectiveness of teaching as determined by student achievement. Data Teams adhere to continuous improvement cycles, analyze trends, and determine strategies to facilitate analysis that results in action. Data Teams can occur at the state, district, school and instructional level. In order to explore the experiences of my participants, I used qualitative case study design to gather data through in-depth interviews, document review, and observations of the Data Team. Analysis of the data revealed that although each participant had a unique experience as a member of a Data Team, all shared many perspectives in common. Six themes that emerged throughout the interviews were: collaboration, shared leadership, organizational conditions, standards-based education, assessment, and self-efficacy. The study points to recommendations for districts, schools, and policy makers who are hoping to train, support, and retain teachers. The study offers suggestions for future research on Data Teams as one strategy for school and district improvement.
DOI
https://doi.org/10.7275/8988147.0
Recommended Citation
Lareau, Abbie-Jean M., "Shared Focus/Collective Responsibility: The Lived Experience of Educators as Members of a Data Team in a Connecticut Public High School" (2016). Doctoral Dissertations. 750.
https://doi.org/10.7275/8988147.0
https://scholarworks.umass.edu/dissertations_2/750
Appendix B - Leadership Learning Matrix.docx (17 kB)
Appendix C - overview of the Data Team and Data Driven Decision Making processes.docx (6333 kB)
Appendix D - cali_graphic.pdf (150 kB)
Appendix F -CSAA workbook chart (1).pdf (123 kB)
Appendix H - PreAndPostUnit 2-Writing CFA-Fire and Ice by Frost (1).pdf (56 kB)
Appendix E cali_glossary.docx (43 kB)
Appendix G - Feb 27th informed consent .doc (31 kB)
Appendix I - IDT Rubric.docx (3478 kB)
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons