Professional learning strategies for shifting educator mindsets toward student experience data use¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Participants described a set of professional learning strategies for moving educators from viewing data use as compliance and accountability toward continuous improvement: professional learning that lets educators reflect on how their own biases influence decisions about students; connecting new information about student experiences to educators' day-to-day practice and pedagogical approach; building foundational knowledge about survey research and learning conditions; pre-work that prepares educators to be receptive to student voices and alleviates anxiety before technical training; and framing the work as more than administering a survey. As one partner put it, there is "ultimately a lot of condition setting for professional learning outside just understanding the technical system in the data."

Design Implications¶

Context¶

Requirements¶

• Time and space for educators to process, interpret, and utilize student experience data
• Psychologically safe spaces where educators feel safe in conversations about data

Constraints¶

• Socialization of student experience data is challenging because these data differ from those educators are historically accustomed to

Target Learners¶

• Classroom teachers
• School leaders
• Network Chiefs and central office staff

Target Learning Goals¶

• Using student experience data for continuous improvement
• Understanding learning conditions and the research behind them

Affordances¶

• Cultivate Nine Learning Conditions Framework

Related Strategies¶

• Shift state monitoring from compliance enforcement to technical assistance built on trust

Examples¶

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Key Sources¶

• Faye Kroshinsky, Mary Ann Pitcher, Jackson Overton-Clark, Shanette Porter. (2026). Supports for Centering Student Experience. UChicago Consortium Field Scan. https://consortium.uchicago.edu/publications/supports-for-centering-student-experience