Teacher perceptions (K-8) of data-driven decision making practices: A case study of one urban Saskatchewan school district

Abstract

This study examined the perceptions of kindergarten to grade eight teachers in one urban school district regarding data driven decision making practices and the perceived barriers and supports associated with current assessment expectations. The study answered the research question regarding perceived mechanisms K-8 teachers believe either help or hinder data-driven decision making practices both in their own classrooms and as part of a school-wide professional community. Literature on the evolution of data-driven decision making practices and implications for the current expectations in Saskatchewan were examined. Literature on the positive effects of both a formal, data driven decision making process and classroom-based formative assessment practices were also examined, as well as leadership strategies that lead to more effective school data cultures and improved instructional practices from assessment data. 110 elementary teachers and school leaders participated in the online survey to determine current practices and perceptions of data-driven decision making expectations in one urban school district. Seven teachers and administrators also participated in a follow-up interpretation panel to help analyse survey results and add to the overall research conversation. Results were analysed through a framework consisting of 9 indicators for efficacious data driven decision making practices at the school level. Six themes emerged from the data to infer how teachers practice and perceive data-driven decision making processes. These theme include: valuing multiple forms of assessment, time and workload intensification, leadership and communication, resources required to be responsive to assessment data, and teacher training and capacity building.