DATA DRIVES Change: Linking Professional Development to Improved Outcomes

Abstract

A common dilemma facing administrators and staff developers is how to design and deliver professional development activities that produce an impact in terms of capacity building, teacher learning and development, and student outcomes. The challenges this presents are even more marked in rural areas, where school systems must also contend with additional barriers when attempting to implement strategic changes. To encourage the development of productive professional development, many studies are beginning to indicate the importance of making evaluation central to the design of professional development. This article presents a mnemonic strategy—DATA DRIVES Change—to guide the design, development and evaluation of professional development in rural settings. In addition, the article provides a practical application of the strategy to an ongoing rural professional development project.

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