This paper looks at two empirical studies from the Province of Trento and will try to add a further perspective on the so-called “data-driven” and “evaluation based” culture in schools (Scheerens, 2004). In traditional perspectives, data and evaluation (national testing, school self-evaluation process outputs, …) are mere instruments to account for the final stages of schooling process: students’ learning and achievements, school performances, etc. From another point of view, data and evaluation are also powerful “organizational” tools, capable of intervening in shaping the organizational culture of the single educational institution and in promoting processes of professional development of teachers. Numerous studies agree in considering principals as true agents of change (Fullan, 2001). Thanks to their management of leadership process, they can outline the general infrastructure (values, assumptions and shared beliefs) that leads to the activation of organizational practices and operating models to follow the school’s mission. Starting from an organizational and psychosocial perspective, in recent years the scientific debate has expanded to try to understand how data and evaluation can be used in organizational management processes of schools, as an indirect measure of teachers’ work effectiveness and performance, or as a measure of “training transfer” for in-service professional development of teachers (Timperley et al., 2007). Here the main questions I want to share inside the symposium: • Can data and evaluation be a supporting tool for school staff management? • Can these tools be an instrument that contributes to the training need analysis inside schools? • Can these tools be a measure of the effectiveness of training addressed to teachers? • Can these tools be leverage of organization based innovations? I will show empirical data from two studies completed in the Province of Trento. The first one focuses on the supporting role of principals in guiding the transfer of learning of middle management in schools. The second one is a part of an ICT and innovation based study called “Classroom 2.0”, in which Italian national testing (INVALSI) is used as a proxy measure of transfer of training of teachers about ICT and innovation in schools. Results from these studies show that an effective use of data and evaluation can help school leaders in reshaping their management practices with middle managers and teachers, being constantly on their side (providing systematic feedback, cognitive coaching, …), functioning as models and mentors in applying what they have learnt during the training and mostly, preparing them for training before it happens.

Fullan, M. (2001). Leading in a Culture of Change. Wiley. Scheerens, J. (2004). Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007) Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.