ABSTRACT
This chapter describes how research network schools were supported in using performance data from national and state testing to provoke new ways of thinking and ideas that were intended to improve the learning of all students. It highlights the potential for schools to use publicly reported data to stimulate new ideas and improve pedagogical practices. Literature on accountability in schools routinely argues against using student performance data in isolation. The Tracking and Academic Management Indicator (TAMI) continues to be strongly used and the supported engagement with various types of data has provided a catalyst for reflective inquiry and professional development to deliver strong outcomes for all students. The chapter illustrates how various interpretations of data can prompt school leaders to view and review their practices from new perspectives. It explains how data generated through high-stakes testing can be used to stimulate professional learning and experimentation in order to find ways of promoting the progress of every student within a school.
