Shared Focus/Collective Responsibility: The Lived Experience of Educators as Members of a Data Team in a Connecticut Public High School

Lareau, Abbie-Jean M

Publication:
Shared Focus/Collective Responsibility: The Lived Experience of Educators as Members of a Data Team in a Connecticut Public High School

dc.contributor.advisor	Linda Griffin
dc.contributor.author	Lareau, Abbie-Jean M
dc.contributor.department	University of Massachusetts Amherst
dc.date	2024-03-27T19:18:51.000
dc.date.accessioned	2024-04-26T16:15:13Z
dc.date.available	2024-04-26T16:15:13Z
dc.date.submitted	September
dc.date.submitted	2016
dc.description.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.
dc.description.degree	Doctor of Education (EdD)
dc.description.department	Education
dc.identifier.doi	https://doi.org/10.7275/8988147.0
dc.identifier.orcid	N/A
dc.identifier.uri	https://hdl.handle.net/20.500.14394/19998
dc.relation.url	https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1815&context=dissertations_2&unstamped=1
dc.source.status	published
dc.subject	data teams
dc.subject	social capital
dc.subject	collaboration
dc.subject	standards
dc.subject	assessment
dc.subject	Curriculum and Instruction
dc.subject	Curriculum and Social Inquiry
dc.subject	Educational Administration and Supervision
dc.subject	Other Teacher Education and Professional Development
dc.subject	Secondary Education and Teaching
dc.subject	Teacher Education and Professional Development
dc.title	Shared Focus/Collective Responsibility: The Lived Experience of Educators as Members of a Data Team in a Connecticut Public High School
dc.type	openaccess
dc.type	article
dc.type	dissertation
digcom.contributor.author	isAuthorOfPublication\|email:veritasec1@gmail.com\|institution:University of Massachusetts Amherst\|Lareau, Abbie-Jean M
digcom.identifier	dissertations_2/750
digcom.identifier.contextkey	8988147
digcom.identifier.submissionpath	dissertations_2/750
dspace.entity.type	Publication