It's no secret that using data can be a key driver of teacher growth and student achievement. The only real question is how. Coaching expert Jim Knight and professor Michael Faggella-Luby distill decades of research into an accessible, proven approach that explains

- Why data is important for transforming teaching.
- A framework of 10 easy-to-apply rules for effective data use.
- Best practices to communicate and discuss data.
- How to analyze data for student engagement and achievement.
- How to analyze data for instructional practice.

To help schools achieve sustained improvement, this book also connects its data rules to the Impact Cycle, Knight's field-tested model for coaching teachers based on research from the Instructional Coaching Group (ICG). Equipped with the right tools, any instructional leader or coach will be able to realize the full potential of data, move the needle on classroom instruction, and improve student outcomes.

This book is a copublication of ASCD and One Fine Bird Press.

� propos des auteurs

Jim Knight is a founding senior partner of ICG and a research associate at the University of Kansas Center for Research on Learning (KUCRL). He has spent more than two decades studying professional learning, effective teaching, and instructional coaching. Knight has written several books, and his articles on instructional coaching have been included in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, and Teachers Teaching Teachers. He directs Pathways to Success, a comprehensive, districtwide school reform project in the Topeka, Kansas, school district and leads the Intensive Instructional Coaching Institutes and the Teaching Learning Coaching annual conference.

Michael Faggella-Luby, PhD, is a professor of special education and core faculty of the Alice Neeley Special Education Research and Service (ANSERS) Institute at Texas Christian University. He is also a past president of the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and an associate editor for the Journal of Learning Disabilities. His primary research embeds cognitive learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He has received two national awards for his research, has written 59 scholarly publications, and has presented 90 sessions at national or international conferences.

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