College of Education and Human Development

Special Education Faculty, Christan Coogle and Heather Walter, Are Co-Authors of a Book on Achieving Changes in Schools Through a Data-Informed Framework

Associate Professor Christan Coogle and Assistant Professor Heather Walter in the Special Education Program within the School of Education at George Mason University, have co-authored a book, Using Data-Based Processes to Create Sustainable Change in Your School and Community. The book presents a collection of case studies illustrating how schools and school districts can identify and implement systemic changes that are needed to improve teacher recruitment and retention, enhance educator support and job satisfaction, and improve academic and social outcomes for students. The book centers on using an innovative data-based, process-focused framework through which reforms like these can be achieved. In developing this book, Coogle and Walter collaborated with their co-author Katherine Mitchem, retired special education faculty and Endowed Chair at the California University of Pennsylvania.

Embedded throughout the nine chapters of the book are definitions, questions for reflection, activity matrices, and infographics that can provide a guide for school district leaders, administrators, educators, and professional development organizations in establishing systems and procedures that will be successful in achieving reforms aimed at improving well-being, collaboration, and action-planning in schools. Coogle elaborated, “Our book is a roadmap for systems to address the challenges that all schools face including recruiting and retaining a qualified workforce and meeting the diverse needs of the students and families they serve.” Walter emphasized that while many schools and organizations participate in a systems change approach, often it is not thought of as a cohesive process. She pointed out that in contrast, “Our book specifically highlights easy to use and context-driven strategies that target successful implementation and sustainability.”

Coogle provided an overview of the format of the book. She stated, “In each chapter of the book we use a ‘reflect, plan, implement, and study’ cyclical framework to discuss issues such as recognizing the need for change; the systems change process; collaboration and how it connects to the system; data-based needs; determining solutions; supporting implementation of the solution; evaluating the process and solution; and sustaining change and celebrating success.” Walter highlighted the importance of reflection throughout the systems change cycle, both at the beginning and the end. This practice, she argued, keeps people at the heart of decision-making. “Developing self-awareness, understanding others, and recognizing the needs of the community, combined with respectful sharing of perspectives and collaborative efforts for the benefit of the school or organization, are the key ingredients for creating lasting, sustainable change,” Walter maintained.

Coogle described how her experiences as an educational scholar and that of her co-authors contributed to the content and guidance contained in this book to serve as a resource for schools and school leaders. She stated, “I believe that Heather Walter, Kate Mitchem, and I each have unique lived experiences and possess expertise that we were able to share with one another, and now with readers. Collectively, our stories provide the reader with a more informative resource than they would otherwise receive had any one of us authored this book in isolation or with individuals who shared the same experience and expertise as ours’. All of us are committed to the idea that we are better together, and our diversity makes us stronger. When we can commit to reciprocally hearing, sharing, and learning from one another, we can achieve so much more than if we work in isolation or in silos with people who bring the same perspective as we have.”

In her comments, Coogle discussed how the research interests of each co-author, including her own, influenced the direction of the book. She stated, “My work is focused on classroom strategies that include student-focused practices and effective supports to enhance educator fidelity of practice which is necessary to improve student academic and social outcomes. With Heather Walter’s unique expertise in the larger macrolevel of a system and her research focused on educator well-being,” Coogle continued, “she was able to bring this lens to provide invaluable content and resources related to identifying system strengths, barriers, goals, and collaboration while maintaining a focus on the well-being of the individuals within the system. Katherine Mitchem has unique expertise in partnerships and adapting practices to meet various system selected goals which afforded a large focus on individualization and progress monitoring making this resource one that any system could use and move into implementation.” Coogle said that braiding these topics together resulted in developing a resource that can be used across various systems to ultimately enhance student outcomes.

In response to a question on what they believe future research priorities should be regarding process changes to improve schools, both Coogle and Walter had very specific recommendations they feel strongly about. Coogle emphasized that while a continued focus on practice is critical, there is also a need to look at enhancing the functionality of the system. “For example,” she explained, “if a system is not yet successfully retaining educators, that has significant implications on sustaining practices necessary to enhance student outcomes. If educators are experiencing significant stress and burnout, this has significant implications on the student and families with whom they are partnering.”

“Alternatively,” Coogle continued, “if educators are thriving within a healthy system committed to continued evolution and hearing the voices of all team members, they will feel valued and can reflect upon their professional evolution. They can consider the effective practices they are using and are comfortable with the idea of how they might continue to evolve. This has numerous potential benefits for student academic and social outcomes. While researchers have focused on these topics, there is a need to move forward in considering the larger system and the variables within that system that impact one another to enhance student outcomes.”

Walter shared her belief that research efforts such as measurement tools must be created specifically for educators and leaders. “For example,” she stated, “burnout scales and teacher well-being scales are outdated and often do not accurately define what educators’ roles are.” Walter reported that she and her colleagues have recently created the first teacher well-being measurement scale built with teachers that will remain free and accessible to teachers and leaders. She observed, “It is critical that educator voice, choice and the opportunity to share their expertise is valued. Mixed methods, and qualitative research must be used to challenge our gaps in knowledge and extend our research on practice, policy, research and sustainability.”

The book is available in both print and digital format and may be ordered by visiting the publisher website.