As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper explores the nature of teachers’ learning in data teams, uncovering key factors that impact the learning opportunities created by collaborating around student data.


Collaboration, Data Team, Teacher, Learning, Social Constructivism, Proximity, Transience, Community of Practice

Author Bio(s)

Robert Michaud holds a B.A. in History from Merrimack College, an M.Ed. in secondary education from Salem State University and has recently completed his doctorate in the Educational Leadership program at the University of Massachusetts Lowell. His research interests include teachers’ professional development, teacher collaboration, and data teams. He is a National Board Certified teacher at Andover High School where he teaches World Civilizations and Advanced Placement US History. Correspondence regarding this article can be addressed directly to: Robert Michaud at, rmichaud24@gmail.com.

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Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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