REGLAMENTO DE LOS CTT EN LA ESPOCH 87

Outward knowledge brokerage data team intervention

The school leader stated that the data team brokered knowledge via team meetings, and a school magazine. The school leader stated that he thinks that this brokerage included a lot of general information. Furthermore, he stated that he thinks that the magazine is not an effective path for brokering knowledge to colleagues. In his opinion the data team should come with a complete report for the entire school. There were also rapports in between for the management that were focused on the process of the data team. The team leader stated that the data team at least brokered knowledge to the involved teacher team and management of sections and once to the school board and that he was mostly the one to broker this knowledge.

The data team members stated that the team explicitly agreed upon to update the teacher team via reports during the process. However, they did note that these reports were only for a small part focused on the specific data team intervention process, but more general on what steps the data team took. During study days, C. and K. brokered the process to the colleagues and they partially used the steps of the intervention for a case study. Furthermore, they stated that when management decides an intervention needs to happen the sections will include this to some of their meetings.

The teachers stated that the school’s management shared the process of the data team intervention during a plenary meeting with all colleagues. They thought that this was during a study day. Furthermore, the teachers stated that they consider communication as an important way to promote the intervention. And the fact that they know so little about the data team intervention might be contributed to them or to the communication of the data team. According to the teachers no informal knowledge brokerage took place, nor do they know what the process of the data team

intervention was.

The trainer’s logs of school B showed that the team leader and educational quality assurance manager communicated the process to the colleagues via personnel info and the newsletter.

Confirming the interview statements, the logs showed that the team leader presented the data team intervention to the school board.

Outward knowledge brokerage educational problem

The school leader stated that the intended educational result was not reached nor brokered to the colleagues. The team leader stated that the data team systematically informed the involved teacher team on the end report, progress, findings, and measures during team meetings and that the results also were part of discussion during lunch breaks. The team leader stated that he brokered

knowledge on the educational problem to management and the school board. In addition, the team leader took the opportunity to broker positive educational results to both the colleagues and the management. Furthermore, he sometimes personally invited colleagues to help them with an educational problem.

The data team members stated knowledge on the educational problem was brokered to the involved colleagues during team meetings and via a school magazine and that the data team

members willing to do this were made responsible for the communication, this was mostly done by Q. and P. During these meetings data team members also refuted assumptions of colleagues with findings.

The teachers stated that they once were presented with the findings from the data team and did not receive information from the data team frequently. They did think that the results were mentioned during team meetings, but their team leader did not explicitly state the findings of the data team. The teachers also stated that they are not the people that find numbers and graphs interesting. They stated that they would prefer the actual data team members to present the findings instead of team leaders or management because the data team members teach classes, like them. Furthermore, the teachers stated that they consider communication as an important way to promote the intervention. And the fact that they know so little about the data team intervention might be contributed to them or to the communication of the data team.

Inward knowledge brokerage data team intervention

The school leader stated that the data team was more likely to broker knowledge when this was requested from outside of the team. The team leader stated that sometimes he did get approached by colleagues, after his initiation. The data team members stated that they did get approached by

colleagues, but that they were not that interested in the process of the data team intervention. The teachers stated that they did not approach the data team, but in hindsight perhaps should have. The trainer’s logs of school B showed no inward knowledge brokerage of the data team intervention.

Inward knowledge brokerage educational problem

The school leader stated that he did approach the data team for specific information, such as improvement plans and domain specific data. Furthermore, he approached the data team mainly about the results because from his management position he could follow the process. He asked questions during and after the eight-step cycle. This brokerage mostly happened via the team leader of the data teams. The team leader stated that he mostly received questions from colleagues to help with an educational problem after he initiated the contact. The data team members stated that they did get approached by colleagues; ‘how can we use your findings in the classroom.’ During team meetings they also received questions on their findings, which gave cause for interesting discussions. The trainer’s logs of school B showed that the colleagues provided the data team with a long list of hypotheses for the educational problem.

Forward knowledge brokerage data team intervention and educational problem

No mention of forward knowledge brokerage was made by the respondents. In addition, the trainer’s logs showed no forward knowledge brokerage.