Improving Instruction through Schoolwide Professional Development: Effects of the Data-on-Enacted-Curriculum Model

Abstract

The instructional improvement model Data on Enacted Curriculum was tested with an experimental design using randomized place-based trials. The improvement model is based on using data on instructional practices and achievement to guide professional development and decisions to refocus on instruction. The model was tested in 50 U.S. middle schools in five large urban districts, with half of the schools in each district randomly assigned to receive the two-year treatment. Each school formed an improvement leadership team of five to seven members, including teachers, subject specialists, and at least one administrator. Teams received professional development on data analysis and instructional leadership and then the teams provided training and technical assistance to all math and science teachers in their school. The central premise of the treatment model is to provide teachers with data on their instructional practices and student achievement, to teach them how to use that data to identify weaknesses and gaps in instruction compared with state standards, and to focus school-level professional development on needed curriculum content and classroom practices. After a two-year period of implementing the improvement model, the analysis of change in instruction showed significant effects of the model. The longitudinal analysis of instruction before and after treatment showed math teachers in treatment schools had significant improvement in alignment of instruction with standards compared with teachers in control schools, and the math teachers on the leader teams showed significantly greater gains than all other teachers.

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