This study examines how county offices of education help improvement efforts move from evidence collection to meaningful action. Through practice-based inquiry across strategic planning, literacy, employee survey, early learning data system, and data product efforts, the paper explores an emerging pattern: evidence becomes more actionable when analytical, research, program, and leadership expertise are organized through shared inquiry rather than separated into reporting and implementation roles. Preliminary findings suggest that clarity, alignment, ownership, usability, feedback, and expertise structures shape evidence use. The study offers reflection questions for leaders seeking more equitable, collaborative, and improvement-oriented approaches to organizational learning.
