Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Lasater, Kara

Committee Member

Smith, Christy

Second Committee Member

Pijanowski, John

Keywords

Building Level Leaders; Data Culture; Data Literacy; Data Use Processes; Data-Informed Decision Making; Student Learning Data

Abstract

The purpose of this mixed methods study was to understand why data conversations and processes at Wildcat School District (WSD) created discomfort for teachers. The research utilized both survey and interview data to understand teachers’ experiences as they engage in data use conversations. Participants of this study included certified teachers at WSD who participated in monthly collaborative team meetings. Grade and content level meetings are commonplace at WSD. In many cases, teachers are given time at least once per week to engage in collaborative conversations about their work (DuFour & Fullan, 2013). However, as a principal at WSD I have experienced difficulties encouraging teachers to be vulnerable while talking about student learning data. From my experience, teachers tend to be actively engaged in these meetings until the conversation turns to discussing and analyzing classroom data focused on student performance. Teachers seem to find it easy to talk about their strengths and the positive aspects of student learning data. However, when conversations transition to talking openly about growth opportunities or needed instructional changes, the emotional temperature in the room changes from warm and comfortable to frigid and uncomfortable. When it is time for teams to engage in these discussions, the room becomes quiet, teachers’ body language changes, and minimal eye contact between teachers is made. Honestly answering the four critical questions requires teachers to openly discuss all data and transparently acknowledge areas of needed improvement. Thus, the purpose of this study is to understand why data conversations and processes at WSD create discomfort for teachers.

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