Keeping Teachers in the Center: A Framework of Data-Driven Decision-Making.

Abstract

(CCT) conducted a three year study of a large-scale data reporting system, developed by the Grow Network for New York City’s Department of Education. This paper presents a framework based on two years of research exploring the intersection of decision-support technologies, educators, and the process of transforming data into knowledge. The model looks at three dimensions: the process by which raw data becomes useable information; the effect of the data-reporting tool in shaping that process; and the role of prior knowledge of the decision-maker. The model keeps the teacher at the center of the process and supports the hypothesis that, in order, for data-driven decision-making to change teaching and learning practices, the focus of professional development should be on teaching and learning, rather than on data analysis.

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