Systems Thinking Tools for Improving Evidence-based Practice: A Cross-Case Analysis of Two High School Leadership Teams

Teachers and administrators have access to large volumes of data but research suggests that they lack the skills to use data effectively for continuous school improvement. This study involved a cross-case analysis of two high school leadership teams' early stages of evidence-based practice development; differing forms of external support were present in each school. The conceptual framework guiding the study integrates literature related to communities of practice, effective professional development, evidence-based practice, systems thinking, and dialogue. Findings suggest the value of data rooms, professional development focused on individual data interpretation skills, collective dialogue skills, and systems thinking skills for developing a community of evidence-based practice.