Developing Positive Data Cultures in High-Stakes Environments: The Role of School Leaders

2021 ◽  
pp. 155545892199240
Author(s):  
Kara Lasater ◽  
Waheeb S. Albiladi ◽  
Ed Bengtson
Keyword(s):  
School District ◽  
School Improvement ◽  
School Leaders ◽  
Data Use ◽  
High Stakes ◽  
Lead Teachers ◽  
Positive Data ◽  
Data Culture

Data use is considered a key lever in school improvement processes, but the punitive pressure of high-stakes accountability can influence whether or not data use is enacted in ways which facilitate improvement. School leaders must learn to respond to high-stakes accountability in ways which lead teachers to feel safe, efficacious, and agentic with data use, and they must orient teachers to recognize data use as a mechanism for improvement. The following case describes how two leaders at Milo School District uniquely responded to high-stakes accountability and ultimately influenced the type of data culture created within their schools.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement

2021 ◽  
pp. 647-661
Author(s):  
Julius N. Shanks
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Leaders ◽  
Instructional System ◽  
Data Driven ◽  
Federal Mandates ◽  
Improve Student Achievement ◽  
Data Culture

School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.

scholarly journals Data feedback for school improvement: The role of researchers and school leaders

2010 ◽  
Vol 37 (2) ◽  
pp. 59-75 ◽  
Author(s):  
Femke P. Geijsel ◽  
Meta L. Krüger ◽  
Peter J. C. Sleegers
Keyword(s):  
School Improvement ◽  
School Leaders ◽  
Data Feedback

School Leaders in a Time of Accountability and Data Use

2018 ◽  
pp. 235-259
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement

2018 ◽  
pp. 39-53
Author(s):  
Julius N. Shanks
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Leaders ◽  
Instructional System ◽  
Data Driven ◽  
Federal Mandates ◽  
Improve Student Achievement ◽  
Data Culture

School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.

School Leaders in a Time of Accountability and Data Use

2021 ◽  
pp. 1782-1806
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

scholarly journals Strategic Leadership Planning for School Improvement: A Successful Model from the Kingdom of Bahrain

2020 ◽  
pp. 99-126
Author(s):  
Masooma Al Mutawah ◽  
Keyword(s):  
School Improvement ◽  
Educational Change ◽  
Teaching And Learning ◽  
School Effectiveness ◽  
School Leaders ◽  
Change Agents ◽  
National Context ◽  
Successful Model ◽  
Successful Leadership

This chapter will cover basic theories and practices of successful leadership through strategic planning. A range of issues will be explored for school improvement in an educational setting, such as: Managing educational change by identifying individual and organizational drivers for improvement; Accountability and evaluation across international contexts with consideration for how it might work in a range of situations in the national context; Preparation to lead and assess teaching and learning; How to build cohesive diversity cultures in schools that promote a positive environment where the differences will be accepted; Examining processes that promote change for improvement; The primary responsibilities of school leaders as change agents within their organizations; How to ensure sustainability of educational reforms to improve school effectiveness with a focus on the role of school leaders in the process.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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