Using Data to Support Networks’ Theory of Change

Funders, communities, and network leaders all recognize the value of data. This chapter argues that effective data-use practices should be used to support the theory of change that networks employ. It prescribes program evaluation for project-based social impact and continuous quality improvement for learning-based models. It suggests public opinion polling and power mapping for policy-based mechanisms. For catalyst-based social impact, it advocates for gathering implementation fidelity data. Finally, it suggests using data to identify gaps in service and leaky pipelines for systems alignment-based mechanisms. It also includes instructions for using data for network management and community empowerment. The chapter uses examples of best practices from case studies. It also includes a tool for assessing how project-based networks are using data and instructions for using pivot tables for systems alignment.

Building a data culture to enhance quality teaching and learning

Data and the use of data for teaching and learning can be a powerful tool. However, data can also be overwhelming or underused if teachers and leaders do not have adequate systems, supports, or mindsets to facilitate effective data use. The Data, Knowledge, Action programme of research involves early childhood researchers and teachers working together to design and try out new data systems to produce useful information to guide pedagogical change and strengthen learning outcomes. This article outlines conceptual processes and tangible supports we’ve embedded in our work to develop the habits of mind and skills to use data effectively.

Leading a Culture of Data Use in Early Childhood Education

In this chapter, the authors present evidence-based strategies for effective data use in early childhood education. These strategies are presented in a table where they are aligned with the credo from All I Ever Needed to Know I Learned in Kindergarten by Robert Fulghum. The various roles of early childhood educational leaders are described along with how these leaders can more effectively fulfill their roles via effective data leadership. Background information is provided for two areas: overall early childhood educational leadership and leading a culture of data use for any educational context.

Toward more effective data use in teaching

Joseph P. McDonald reports findings from a study of nine poverty-impacted schools in New York City striving to more effectively use student performance data in teaching. The study was one of 13 studies of data use at the classroom level across the United States funded by the Spencer Foundation -- an effort intended to fill a serious gap in research evidence on this policy-championed innovation. The article illuminates components of data use systems most associated with success in boosting student learning. It concludes that this sensible but complicated innovation can likely not be implemented well without distributed on-site leadership that includes teachers.

Making Research Methods Instruction Relevant for Prospective Principals

In this chapter, the authors describe the specific research skills to be developed for prospective principals in preparation for effective data use for school improvement. Relevant background information is provided regarding effective data use leadership, definition of data literacy, standards for principal preparation in data use, research on teaching research methods, and a comparison of the research process and the data-informed decision-making (DIDM) process. These skills are organized and reported in the chapter by steps in the DIDM research process. These steps include goal setting/problem formation, using previous research, planning for data collection, obtaining or collecting data, analyzing data (transforming data into information), and interpreting/taking action/making decisions.

The Nature of Teacher Learning in Collaborative Data Teams

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper explores the nature of teachers’ learning in data teams, uncovering key factors that impact the learning opportunities created by collaborating around student data.

Open data: Empowering the empowered or effective data use for everyone?

This paper takes a supportive but critical look at “open data” from the perspective of its possible impact on the poor and marginalized and concludes that there may be cause for concern in the absence of specific measures being taken to ensure that there are supports for ensuring a wide basis of opportunity for “effective data use”. The paper concludes by providing a seven element model for how effective data use can be achieved.