Refining the Art of Coaching: Organizational Learning on a District Data Inquiry Team

Abstract

Recent research on data-based decision making (DBDM) shows that while DBDM has been widely embraced, its use in practice is more complicated than simple models of data use would suggest. The question of how districts can effectively use DBDM is particularly critical if DBDM is going to be a major part of instructional improvement. This dissertation extends DBDM research through a case study of a district-level team of Data Inquiry Facilitators in a large city in the northeastern United States. The Inquiry Facilitators coached teams of teachers as they integrated the Data Wise Improvement Process into their practice. The first paper turns a critical lens to a key element of Data Wise and other DBDM processes: discussion protocols. I find that discussion protocols offer helpful structure for conversations but can restrict creativity, and that aspects of individuals’ personal and professional identities may intersect with their attitudes towards protocols. The second paper describes how the Inquiry Facilitators changed their theory of action about their work with school teams. They realized that data coaching alone was not sufficient and needed to be paired with content and pedagogical content knowledge coaching in order to improve instruction. The need for instructional support was particularly acute as teachers implemented the Common Core State Standards for the first time. The third paper focuses on the Inquiry Facilitators’ own use of data as a central office team. I find that in contrast to prior literature on district teams’ data use that has found it to be unsystematic, superficial, and subject to political pressure, this team was able to achieve double-loop learning through their data use process. I explore the habits of mind and structures that supported their organizational learning. Implications for supporting DBDM at the system level, the field of professional development, and DBDM research are discussed.