Teacher needs for data-related professional learning

Educators are expected to use data to improve teaching and learning. Yet data use is complex: Even after decades of accountability pressures, teachers still struggle with using data to inform instructional practice, often because they receive inadequate data-related professional learning. In this study, qualitative data from 110 participants were used to address two questions: (1) What skills do teachers need to use data effectively? (2) How should teachers receive data-related professional learning? Findings are viewed in light of previous research to suggest avenues to improve data-related professional learning.