Strategic Framing

Abstract

Although there is an emerging body of research that examines data-driven decision making (DDDM) in schools, little attention has been paid to how local leaders strategically frame sensemaking around data use. This exploratory case examines how district and school leaders consciously framed the implementation of DDDM in one urban high school. Leaders strategically constructed diagnostic, motivating, and prognostic frames to promote a culture of using data for continuous improvement. Our findings demonstrate that leaders developed (a) diagnostic frames centered on the need to confront student achievement and opportunity gaps; (b) motivating frames concentrated on school improvement as shared collective responsibility; and (c) prognostic frames focused on making incremental change to sustain reform efforts and the creation of common goals to monitor progress. The findings suggest that framing is an important leadership tactic that needs careful consideration when reforms are introduced and implemented.

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