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


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.



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.

Kim Frumin, certified Data Wise coach, is a doctoral student in Education Policy, Leadership, and Instructional Practice at HGSE and one of the leaders of the Data Wise Coach Certification Program. Previously, Kim was a founding member of the New York City Department of Education's Office of Innovation (iZone). Additionally, Kim has served as a Fulbright Scholar in Israel, implementing an original photography and writing program with Bedouin youth, and as the Educational Content Specialist for international Sesame Street co-productions in Israel and Northern Ireland. Kim is a co-editor of Teacher Learning in the Digital Age: Online Professional Development in STEM Education (Harvard Education Press, 2016).



Johanna Barmore is a doctoral student in the education policy, leadership, and instructional practice concentration at the Harvard Graduate School of Education. Her research interests include examining how policy impacts teachers' instructional practice as well as how teachers learn to improve instruction. Her current research projects include: 1) using the Mathematical Quality of Instruction observational rubric as a tool for professional development with elementary and middle school teachers; 2) examining the design and implementation of teacher preparation programs that utilize instructional rehearsal schedules; and 3) studying how states, districts and other stakeholders attempt to implement Common Core State Standards. Prior to HGSE, Johanna taught high school and middle school mathematics at an independent school in New York City and then served as the mathematics curriculum coordinator at a charter school in Cambridge, Massachusetts. Johanna holds an Ed.M. in school leadership from HGSE, an M.A. in secondary mathematics education from Teachers College at Columbia University, and a B.A. in mathematics from Tufts University.
Elizabeth City is executive director of the Doctor of Education Leadership (EdLD) Program and a lecturer at HGSE. She has served as a teacher, instructional coach, principal and consultant. In each role, she focused on helping all children, and the educators who work with them, realize their full potential. Her publications include: Strategy in Action: How School Systems Can Support Powerful Learning and TeachingInstructional Rounds in Education: A Network Approach to Improving Teaching and Learning; and Data Wise: A Step-By-Step Guide to Using Assessment Results to Improve Teaching and Learning, and Meeting Wise: Making the Most of Collaborative time for Educators.
Felice DeSouza is a Systemic Improvement Specialist for Prince George's County Public Schools (PGCPS) in Maryland. A key role of this position is to facilitate the implementation of the Data Wise Improvement Process. Previously, Felice was a Mathematics Instructional Specialist. In that position she supported three school-based positions: teachers, coaches and principals, working with individual and teams of teachers to enhance and build their mathematics content and pedagogical knowledge. She assisted coaches in the development of coaching cycles with teachers and helped deepend their understanding of their role as coach. She has been a middle and high school mathematics teacher and a district level and school based instructional coach. Felice holds a B.S. in Mathematics from Florida A&M University and an M.S. in Education: Curriculum, Instruction and Assessment from Walden University.
Rhonda Hawkins is a Systemic Improvement Specialist in Prince George's County Public Schools (PGCPS), one of the largest urban school districts situated in the Washington, D.C. metropolitan area. She received her B.S. from Towson University and her M.Ed. from Loyola University. Rhonda is currently completing her doctoral studies through Nova Southeastern University. Over the course of the last two decades, her career as an educator has provided invaluable opportunities culminating in her current role as a coach leading districts through school improvement processes. In addition to being a coach, Rhonda has recently completed Data Wise Coach Certification with the first cohort of professional educators through Harvard University's Data Wise Project. Beyond professional aspirations and goals, she is a very involved mother to three academically and athletically talented teenagers. Her children continue to be her greatest teachers. She currently resides in Maryland with her husband and three children.
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.

Maren Oberman, certified Data Wise coach, is clinical assistant professor and director of the Educational Leadership & Policy MA Program at the University of Michigan School of Education. 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.  Her research and practice focuses on increasing the status, respect, and value of educators through vigorous preparation and reflection, meaningful professional development, and building leadership capacity. 

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.

Michele Shannon is Assistant Superintendent of Leadership Development for the Boston Public Schools. Michele has been an educator for over 20 years. She has taught elementary school and served as a school social worker, dean, and assistant principal in several New York City public schools. Michele was the founding principal of Pathways College Preparatory School: A College Board School through a partnership between the NYC Department of Education, The Gates Foundation, and The College Board. As a graduate of the NYC Leadership Academy’s Aspiring Principal’s program, she is committed to the development of school leaders to serve in our most challenging schools. She has served as a mentor principal and a new school development coach for other aspiring school leaders with a vision for transforming public education. Michele graduated from the Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education in May 2013.

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.
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.