About Data Wise


The mission of the Data Wise Project is to support educators in using collaborative data inquiry to drive continuous improvement of teaching and learning for all students. Our vision is that every educator around the world is part of a thriving learning community that ensures that all students develop the skills, knowledge and dispositions that will allow them to live joyful and rewarding lives.

Ever since the Harvard Graduate School of Education established the Data Wise Project back in 2006, we have brought together teachers, principals, central office personnel, university faculty, and graduate students together to develop and field-test resources that allow educator teams to engage with the Data Wise Improvement Process and ACE Habits of Mind.

Our Team

Director

Kathryn Parker Boudett is lecturer on education, co-director of the Master's program in Learning and Teaching, and director of the Data Wise Project. Her passion lies in supporting educators in working together effectively to improve learning and teaching. She leads institutes, online courses, and a coach certification program on collaborative data inquiry. Boudett is co-editor of Data Wise: A Step-By-Step Guide to Using Assessment Results to Improve Teaching and Learning (2013); Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning (2007); Key Elements of Observing Practice: A Data Wise Facilitator's Guide and DVD (2010); and Meeting Wise: Making the Most of Collaborative Time for Educators (2014) (all published by Harvard Education Press). She holds a Ph.D. in Public Policy from Harvard and a B.A. in Economics from Yale University.

 

Leadership Team

Candice BocalaEd.D., is the Director of Data Wise Research, co-chair of the Data Wise Summer Institute, and a Lecturer at the Harvard Graduate School of Education. Since 2009, she has been working with educators to use the Data Wise Improvement Process, and she has directly supported school teams in districts such as Prince George’s County, MD to integrate Data Wise into their work. A former elementary school and special education teacher, her research and practice focuses on the connections between educator learning and organizational conditions that support collaborative work. As a Senior Research Associate for WestEd, she led and contributed to research and evaluation projects, including proposal writing and literature review, study design, data collection, data analysis, report writing, and dissemination. Her work has been published by the Institute for Education Sciences and Harvard Education Press, as well as the Journal of Teacher Education, Urban Education, and Teachers College Record. Candice holds a BA in government from Cornell University, an MA in policy analysis and evaluation from Stanford University, an MAT in elementary education from American University, and an Ed.D. in education policy, leadership, and instructional practice from the Harvard Graduate School of Education.

Kathryn Parker Boudett
Nathan Finch

Nathan Finch is a Portfolio Director at Professional Education (PPE) at the Harvard Graduate School of Education (HGSE). He oversees a wide range of online and campus-based programs for PPE, including Making Learning Visible. He works with instructors to develop courses, monitor their success, and make Professional Education Online learning experiences both academically rigorous and immensely enjoyable. For 15 years he was the Director of Programs for WIDE World Online Professional Development which completed its integration into PPE in 2015.

Before WIDE World, Nathan worked in research and network management at HGSE Project Zero for eight years exploring Multiple Intelligences theory, Teaching for Understanding, Authentic Assessment, and, more generally, improving teacher practice. Nathan taught middle school instrumental music (band and lessons) in St. Louis City, MO for eight years before starting his work at Project Zero.

Rob Wessman, Ed.L.D., is the founder of the Koru Strategy group, a Harvard Innovation Lab startup that strengthens the capacity of school leaders and faculty to use data and technology effectively for continuous improvement. He is a certified Data Wise coach and a regular contributor and teacher at Harvard Graduate School of Education's Data Wise Project, and facilitates data-driven improvement work across the United States and internationally. Rob began his career in education as a high school teacher and administrator before authoring a successful multi-year school improvement grant and strategic plan focused on student academic outcomes and school climate at a turnaround high school. He holds a doctorate in Education Leadership from the Harvard Graduate School of Education, an M.Ed. in Administration and Supervision in Secondary Education from Utah State University, and a B.A. with University Honors from Brigham Young University.

Advisory Board

Deirdra Aikens

Deirdra Aikens is the Senior Director for Teaching and Learning in the Christina School District located in Wilmington, DE. Deirdra first learned of the Data Wise Improvement Process during the summer of 2010, when she brought her leadership team from Leasure Elementary School to Cambridge for the week long institute. As the former principal of Leasure, the concerns around student achievement and questions about how to use data wisely were burning issues for her school team. She now partners with other school leaders who share these same dilemmas. For the past seven years, she has coached several school teams through the process and is excited to share her journey. She has a doctorate in Educational Leadership from the University of Delaware. Her doctoral work is a documentary of the work Leasure Elementary conquered with Data Wise. Deirdra is a certified Data Wise Coach and respected champion for school improvement.

Penny Jayne is a passionate educator from Victoria, Australia. Her experience in state education spans seventeen years and includes time as an elementary teacher, a district instructional practice coach and a school vice principal. Penny's knowledge of assessment tools and practices is well-known across Victorian state schools, and she is regularly invited by the state Education Department (DET) to address state-wide coaching conferences in the area of Mathematics assessments. In 2010, Penny completed a Masters in School Leadership with a thesis investigating the assessment nexus; that is the extent to which a teacher's personal beliefs and pre-service experiences influences their evaluator practice in relation to data use; evaluative technique and the extent to which students are included within the assessment process. Much of her research was informed by her coaching work across school districts. Penny attended the 2011 Summer Institute, and returned in 2012 for the Data Wise Impact Workshop. Penny joins the Summer Institute teaching team, and has served as Teaching Fellow, Mentor and Presenter. 

Meghan Lockwood is a Data Wise coach based in the Boston area. She recently returned to the U.S. after two years of education policy work in Melbourne, Australia. A graduate of HGSE's doctoral program in Education Policy, Leadership, and Instructional Practice, Meghan has taught middle school social studies and English in Boston and Reading, MA, and English as a Foreign Language in Santiago, Chile. She holds a BA in Comparative Literature (English and Spanish) from Yale University, and an Ed.M. in Language and Literacy from Harvard Graduate School of Education.

EvaMejia

Eva Mejia is the Chief Program & Strategy Officer at Big Picture Learning. In that capacity, she stewards strategic thinking and programs to maximize the impact that Big Picture can have on young people and the educators that serve them. Always seeking to learn and improve life outcomes for disenfranchised communities, Dr. Mejia has served in many capacities across pre-K-16 systems. She began her career in direct services as a social worker and coordinator for parent engagement, mentorship, and tutoring programs. During this time, she developed her skills as a strengths-based social worker, bridging divides across systems and communities to support young people and their families.

Prior to joining Big Picture, Mejia developed her skills in networked improvement and adult development. Most recently, she served as the Director of Networked Improvement Science for the Carnegie Foundation for the Advancement of Teaching. At Carnegie, she oversaw efforts to solve some of the most pressing problems in education through the use of networked improvement communities. She also served as an Improvement Coach for the Data Wise Project at the Harvard Graduate School of Education (HGSE) and as an institutional effectiveness consultant helping community colleges and university teams use data to inform their student success programing.

Dr. Mejia holds an Education Leadership Doctorate (Ed.L.D.) from HGSE, as well as a B.A. in psychology, and an M.A. in sociology from Stanford University.

Adam

Adam Parrott-Sheffer (Board Secretary): At the core, Adam believes the most important work to do in service of kids is to co-create systems and structures that unleash the potential of all. Environments of joyful and collaborative ways of being are the fuel this work requires. Ten years of service as an award-winning principal and district administrator for Early Childhood and English Language Learners in urban, suburban, district, and charter elementary and middle schools has fostered this belief. Adam most recently supported district and school-level leaders and teams building improvement networks as a senior advisor responsible for leadership coaching, strategy analysis, curriculum design, grant writing, impact evaluation, and technology enhanced learning initiatives at the national nonprofit, the New Teacher Center.  Adam is committed to the work as both a hands-on practitioner and a system-level thought partner, contributing to the sector by serving on the board of Playworks Illinois and the Harvard Principals' Center.  He advocates as a writer on education and a host of the education podcast, Pedagogy of the Obsessed. His work is grounded in his experiences teaching K-8 English, technology, and special education, being a father of two boys, and coaching youth swimming. 

David Rease

David Rease, Jr. is executive director of the Office of Continuous Systemic School Improvement in Prince George's County, MD. He began his career in education as a high school social studies teacher in Durham (NC). From there, he began working for the North Carolina Department of Public Instruction as an instructional facilitator for seventeen turnaround high schools throughout the state. Before becoming a student in the Harvard Graduate School of Education’s Education Leadership Doctoral Program, Rease worked at Mid-Continent for Research in Education and Learning (McREL), based in Denver, on the Systems Improvement Team. David holds a B.A. from Columbia University, a M.A.T. from Duke University, and an EdLD from the Harvard Graduate School of Education.

Impact Focus Group

 

WilliamMarroquin

William Yovanni Marroquin is VP of Strategic Impact for Koru Strategy Group. Dr. Marroquin leads and facilitates impactful professional learning engagements that achieve a shared vision for success. He recently earned a doctor of education leadership at HGSE and has extensive experience facilitating professional learning for school leadership teams through Harvard programs and as a strategic partner for a district-wide project supporting English Language Learners and mathematics instruction. He is a former math teacher, middle school principal, high school administrator, and district administrator.

 

MarenOberman

Maren Oberman is clinical assistant professor at the University of Michigan School of Education.  Oberman’s areas of expertise include: anti-oppressive pedagogy; anti-racism in education; cross-racial communication; understanding identity; leadership growth & development, teaching & teacher policy issues; and coaching, mentoring, & instructional leadership.  Her goal is to increase the quality and effectiveness of the U.S. K-12 educator force through the development of anti-racist educational practice, self-awareness and reflection, inquiry-based improvement strategies, and strategic collaboration.  Maren earned her doctorate in educational leadership (EdLD) at the Harvard Graduate School of Education, including a residency at the central office in the Los Angeles Unified School District. She has served as a K-12 teacher and instructional coach in Connecticut, Massachusetts, and Illinois. Maren holds a BA in African-American Studies from Yale University and a master's in library science from Simmons College.

 

Max Yurkofsky

Max Yurkofsky, a certified Data Wise coach, is a doctoral student in the education, policy, leadership, and instructional practice concentration at the Harvard Graduate School of Education. His research focuses on how institutional, organizational, and political factors shape the integration of continuous school improvement processes in schools and districts. He helped design the Introduction to Data Wise HarvardX course, and the Data Wise Online Institute. He has served as a teaching fellow in three institutes (two online, one in-person), and has coached five different school-level teams through the Data Wise process as part of the Data Wise in Action course. Before coming to HGSE, Max was a 1st, 2nd, and 4th grade teacher in Detroit. Max holds a B.A. in the College of Social Studies from Wesleyan University.