The Use of Data Across Countries: Development and Application of a Data Use Framework

Promising evidence exists that data-based decision-making can result in improvements in student achievement [1], but studies, e.g. [2], show that many schools do not use data properly. Support in the use of data is urgently needed. This chapter focuses on the design of a professional development course in the use of data. In the first phase of the project, case studies were conducted in five participating countries (England, Germany, The Netherlands, Poland and Lithuania) to develop a common data use framework. In the next phase, in two schools in each of the countries, a data use needs assessment was conducted using a survey. Finally, a professional development course was developed and implemented. Results of each of the phases are discussed in this paper.


Discovery Preparation Doing Evaluation
• How did our students…?
• In which specific areas…?
• How do we fix…?
• What do we do about…?• How do we build upon…?
• How successful were we?
• What can we do differently?
• What can we do more of?Data Inquiry Process

Action Plan
The testing phase takes one month and then all the departments report to the PLC on the implementation of the Action Plan."We explore more deeply how we teach" "Thanks to the program, we standardized the process of approaching problems and tackling them" "We will continue working according to the Data Use course methodology in the future"

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How does a country's policy influence data use?o For which purposes do school leaders and teachers use data?o Which factors influence the use of data? 2. Based on the results of the research, additional literature from previous studies, partner-schools across each of the partner countries to pilot implementation of the data use theory across the EU 2. Create a team within each partner-school, known as the Professional Learning Community (PLC) Data Team, that will organize, manage, a data use champion, known as a Data Coach, in each of the partner-schools who will: o Go through intensive training on data use o Deliver in person the data use training course to the school team o Provide coaching and consulting on data use in their school o Maintain a 'can do' approach to help sustain the success of the project long term Thank you very much for your attention!First steps of the survey analysis Individual school reports Reliability analysis of survey categories Regression analyses within and accross countries Factor Analysis: Finding the "Model of Best Fit" Survey categories formed 11 factors: o Data Accessibility, Data Quality o User Skills, User Attitudes o School Leadership, School Cooperation, School Vision & Norms, School Training & Support o Using Data for Accountability, Using Data for School o Using Data for Accountability, Using Data for School Development, and Using Data for Instructional Development Which factors change together?Every factor correlates with all the other factors!Next step: Find a (structural equation model) that visualizes the current state of data use for each country Cross-Country Highlights 2011 (1) More than 50 percent of the respondents agreed or strongly agreed that... o "...it is important to use data to diagnose individual student learning needs."o "...data can offer information about students that was not already known."o "...[their] principal or assistant principal(s) encourage data use as a way to support o "...[their] principal or assistant principal(s) encourage data use as a way to support effective teaching" o "...[they] would like to collaborate more with educators about using data" Cross-Country Model 2011 (1) Factors on the school side are all interdependent School Leadership: support from school leaders is a necessary condition for data use in schools 3 factors are not linked at all and thus do not play a significant role in data use in these schools, yet the DATAUSE course pilot are now linked to other factors The correlation between School Leadership and Data Quality and Accessibility plays a role, now use data effectively to make decisions that will promote continual school improvement, by use of: Comenius Multilateral Project 510477-2010-LLP-PL: DATAUSE -Using Data for Improving School and Student Performance

"
We have bigger interest in data, we look at it more carefully" The course gave us the impetus to investigate different subjects of our school" "We explore more deeply how we teach" Comenius Multilateral Project 510477-2010-LLP-PL: DATAUSE -Using Data for Improving School and Student Performance Page 37

School Improvement Planning, PD, Time Program Evaluation, Curriculum Gaps Method: Mixed methods Interviews with school leaders and teachers Secondary education:
o Germany: 12 respondents of two schools o Netherlands: 32 respondents of six schools o Lithuania: 15 respondents of two schools o Poland: 13 respondents of two schools o England: 14 respondents of four schools

Research Results: Purposes of Data Use
UKComenius Multilateral Project 510477-2010-LLP-PL: DATAUSE -Using Data for Improving School and Student Performance

do we organize...? • What should we prepare...? • What do we need...? Data Use Course Curriculum Preparation
• How