Data Leadership


Guest Blogger: Jennifer Ungermany colored 3-D question marks

I have worked with so many districts and schools where the leadership proudly points to their “data binders”—most recently I recall a three-inch D-ring binder. Not that binders filled with data aren’t helpful or good, but I caution that if they are not being used to guide instructional and programmatic decisions, well, then they can be a waste of precious time and money. More importantly, if they are not connected to a shared ownership of the questions a group of educators has about instruction and programs and similar concerns, then they can serve no meaningful purpose.

So how do we get from just having data to using data for meaningful change and improved results? (more…)

Guest Blogger: Jennifer UngerThe Word Leadership Highlighted in Dictionary with Yellow Marker Highlighter Pen.

In Part I*, I offered an insight to educational administrators about the merits of leaning on your busy people—those already involved in other school and district improvement efforts—as your data leaders. In Part 2, I share a few thoughts about the level of support a wise leader provides to ensure that these people are successful.

It’s spring, and a good time to take stock of how using data has informed practice and affected student achievement at your site since the school year began.

Earlier in the year, did you make the decision to integrate broadly-implemented data tools and processes into the assessment/evaluation plan for your school or district? If you have not yet formalized a using-data effort, should you?

As mentioned in Part 1, the first step is identifying the Data Coach and data team members. Some schools refer to these people as their improvement team or teams. Once in place, reflect on the level of support and direction you need to provide. Here are some possible questions and ideas to consider:

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 Guest Blogger: Jennifer Ungercalendar with many red tacks on one day

There’s a familiar saying, “If you want something done, give it to a busy person.” If comments I hear when working with educational leaders can be taken as evidence, then it’s true.

In order to use data for meaningful change, TERC’s Using Data project advocates the identification of a Data Coach to lead a Data Team or multiple Data Teams. When we talk with school leaders about who might best serve as a Data Coach or team member, I hear comments such as, “I really think Dana would be a great data leader (or team member), but she/he is already involved in so many initiatives.”

In my experience, wise leadership makes all the difference. Let’s explore this dilemma more deeply…

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