Developing principals’ data-driven decision-making capacity: Lessons from one urban district

Katie Pak · Laura M. Desimone

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Educational Assessment and Improvement Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

Under both No Child Left Behind and the Every Student Succeeds Act, school leaders have been mandated to employ data-driven decision-making (DDDM) to diagnose student needs, implement targeted supports, and design school improvements. However, district administrators tasked with developing principals’ DDDM capacity face a tough road. The authors present four lessons for doing so based on lessons learned from one urban district’s year-long data dashboard intervention for their 200+ principals.

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2002Policy Implementation and Cognition: Reframing and Refocusing Implementation Research 2015Learning to Improve: How America’s Schools Can Get Better at Getting Better 2002Defining Preparation and Professional Development for the Future 2012District Central Office Leadership as Teaching 2015Professional Capital as Accountability 2015Make Room Value Added 2011The American School Superintendent: 2010 Decennial Study 2013Systemwide reform in districts under pressure

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