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theses

This case study of a New Jersey school district explored the experience of teachers as they implemented student growth objectives (SGO) into their practice for the first time as part of the new requirements under ACHIEVE NJ. The case study was examined through the lens of the developing framework around data-driven decision making (DDDM), with a focus on how teachers perceive and apply these new data-based practices (Ikemoto & Marsh, 2007; Jimerson, 2014; Mandinach, Honey, & Light, 2006).

Research findings indicated that the teachers largely viewed the work around the SGOs as lacking value for their practice. Pre-existing beliefs that the SGO data held minimal value were affirmed and perpetuated as the teachers went through the process over the first two years of the requirement. Feedback from school leaders helped reinforce these beliefs and conclusions. A few instances of teachers changing beliefs and practices around student growth data were identified in the case study. These examples provide some avenues for increasing the meaningfulness of the work required around DDDM practices for teachers.

This study can contribute to school leaders’ knowledge base by providing further insights into the factors that can constrain or promote teachers’ use of student growth data. As SGOs continue to be a requirement for all teachers in New Jersey, school leaders may want to identify ways to make this work more meaningful for teachers.

ETD_10676

Ed.D.

Includes bibliographical references

doi:10.7282/t3-5zhh-me40

ETD doctoral

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