Advancing Data Use Practices through Self-Study at HBCU Teacher Preparation Program

Abstract

Data-driven decision making is essential for effective management, especially in higher education. This study investigated the current data use practices in a teacher education program through a self-study.  Results from the self-study were used to plan and implement activities that may contribute to changes in data use practices.  The participants of this study consisted of teacher education faculty, administrators, K-12 teacher mentors, principals, and a district office representative (N=23), working with teacher candidates in schools in southern United States. Interviews, document review, and observations were the major sources of data in this self-study. In Phase I, the results of theself-study revealed that data use practices and sharing were not clearly coordinated and there was no clearly defined policies that guide data use practices among faculty members. Action implemented introduced a monthly meeting that included Teacher Education (TE) faculty in the conversation. In Phase II,follow up data was collected to evaluate the extent to which these changes had been made and sustained over a one-year period. Results revealed organizational policy and practice actions leading to implementation and maintenance of those actions.