A. R. Shoho & B. G. Barnett, Eds. (2014). Using data in schools to inform leadership and decision making. Information Age Publishing.
The course textbook can be accessed via the NU Library at no additional cost. To find the text, go to the library (library.nu.edu) and search for the textbook by its title. You may access it online via Ebook Central or download a copy to your device using Adobe Digital Editions reader.
For Module 2, you will read:
Chapter 6: Which data do principals and teachers use to inform their practice? Evidence from Germany with a focus on the influence of school culture
This chapter takes us to Germany to contrast the data used by administrators versus teachers to inform decision-making. As you read, consider which kinds of data are used by teachers and administrators at your school. Do these different approaches create a gap? If so, what could you do to bridge this gap from a principal's role? As the chapter alludes, some of your work in this area is likely to involve cultivating a healthy school culture. According to the study, what were the common attributes predicting whether a school consistently used data (evidence)? One final lens to apply to your reading is that of mixed methods. We'll discuss this more in future models, but you can gain many more insights from a study combining quantitative and qualitative approaches, as opposed to a solely-quantitative or solely-qualitative design.
Chapter 4: Strengthening collaborative practices in schools: The need to cultivate development perspectives and diagnostic approaches
This chapter brings us to Chicago and explores how to introduce teachers to data through data teams. As you read, consider whether you would take a similar approach in encouraging teachers to engage with data at your school. What would you adopt from this approach, and what would you change? What other actions would you take to facilitate an environment where teachers can meaningfully engage with data without hindrance?
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