The Data Team(TM) Procedure: A Systematic Approach to School Improvement

Preface: Data teams can make a difference; Lorna Earl & Helen Timperley.- Introduction: Data use with the data team(TM) procedure.- Part 1: The eight steps of the data team(TM) procedure .- 1. Step 1: Defining the problem.- 2. Step 2: Drawing up hypotheses.- 3. Step 3: Collecting data.- 4. Step 4: Verifying the quality of collected data.- 5. Step 5: Data analysis.- 6. Step 6: Interpretation and conclusion.- 7. Step 7: Taking measures.- 8. Step 8: Evaluation.- Part 2: Two examples of the data team(TM) procedure: Graduation rates and English language results .- 9. Case study: High school graduation rates.- 10. Case study: English language results.- Part 3: Integration into the organization .- 11. Introducing the data team(TM) procedure in schools.- 12. The road to sustainability.- Acknowledgements.- References.

Dr. Kim Schildkamp is an associate professor at the Faculty of Behavioural, Management, and Social Sciences of the University of Twente. Kim's (international) research focuses on data-based decision making and formative assessment. She has been invited as a guest lecturer and keynote speaker at several conferences and universities, including AERA (American Educational Research Association). She is the president-elect of ICSEI (International Congress on School Effectiveness and Improvement), chair of the ICSEI data use network, and a member of the leadership team of the AERA Data-Driven Decision Making SIG. She has published widely on the use of (assessment) data and is the main developer of the EAPRIL (European Association for Practitioner Research on Improving Learning) award winning datateam® procedure. She is also the editor of several special issues on data use, and the book "Data-based decision making in education: Challenges and opportunities", published by Springer.

Dr. Adam Handelzalts is the managing director of the teacher education department at the Vrije Universiteit Amsterdam. His research and practice concentrates on initial teacher education and the continuing professional development of teachers throughout their career.Dr. Cindy Poortman is an assistant professor at the University of Twente, department of Teacher Development. Her research focuses on teacher professional development in Professional Learning Networks. She is the project leader of a national project 'Pilots for the development of professional learning communities', and the co-project leader of the Datateam Projects. She has published in books and scientific journals about teacher professional development in learning networks and specifically data teams, and was the main editor for a special issue about effects of professional development in data use for Teaching and Teacher Education (2016).




Hanadie Leusink, MSc. has a