Green, Jennifer L.Schmitt-Wilson, SarahVersland, Tena M.2018-03-132018-03-132016-04Green, J., Schmitt-Wilson, S., Versland, T., & Kelting-Gibson, L. (2016). Teachers and data literacy: A blueprint for professional development to foster data driven decision-making. Journal of Continuing Education and Professional Development. Vol. 3 No. 1 pp. 14-32 DOI:10.7726/jcepd.2016.10022163-1379https://scholarworks.montana.edu/handle/1/14442Standardized testing and the implementation of the Common Core State Standards has brought the importance of data literacy and data driven decision making (DDDM) to the forefront of district professional development needs. Many states currently require school districts to collect student performance data in the pursuit of increasing student achievement. However, most school districts do not have a clear vision for how these data will be used to inform and improve instruction (Creighton, 2006). Moreover, few educators have been trained in DDDM. In this paper, we share our insights and experiences in designing and providing professional development for teams of teachers and administrators in order to establish, support and sustain a data-driven culture within their schools and districts. We begin by discussing the need for DDDM, continue by describing the process of designing and implementing training opportunities for educators, and conclude with a discussion and evaluation of the initiative's success. This research offers practical suggestions for creating a culture of DDDM within schools and districts. Our insights provide important direction for university faculty and school district administration as they seek to develop partnerships where university providers design professional development and outreach opportunities that support student learning.CC BY 4.0https://creativecommons.org/licenses/by/4.0/legalcode