LCT-5002

Blankstein, A. M., & Newsome, M. J. (2020). Breakthrough leadership: Six principles guiding schools where inequity is not an option. Corwin Press. 125-145.
This chapter examines data assessment from many perspectives, including the type of data to be collected, guidelines for data quality, and how data can be used in teaching and learning. It also provides a background for implementing data collection through a discussion of trust in the school environment, communication with all stakeholders, and building capacity for data analysis.

Dixon, C. J., & Palmer, S. N. (2020). Transforming Educational Systems toward Continuous Improvement: A Reflection Guide for K-12 Executive Leaders. Carnegie Foundation for the Advancement of Teaching.
This guide summarizes the findings of a Carnegie Foundation project to understand how executive leaders in education transform their organizations to be capable of producing new levels of system performance through the use of improvement science principles. Described here are the key dispositions, core practices, and levers of transformation used by executive leaders, and within each of these categories, vital elements of successful executive leadership of such a transformation are identified.

Lasater, K., Albiladi, W. S., & Bengtson,. (2021). Developing Positive Data Cultures in High-Stakes Environments: The Role of School Leaders. Journal of Cases in Educational Leadership, 24(3), 49–62.
Data use is an important factor in school improvement processes; however, the high-stakes accountability measures can affect how data is utilized to support improvement. School leaders must learn to respond to high-stakes accountability in ways that lead teachers to feel safe, efficacious, and agentic with data use, and they must orient teachers to recognize data use as a mechanism for improvement. This article describes a case in which two leaders at Milo School District uniquely responded to high-stakes accountability and ultimately influenced the type of data culture created within their schools.

Masiello, I., Zeynab (Artemis) Mohseni, Palma, F., Nordmark, S., Augustsson, H., & Rundquist, R. (2024). A Current Overview of the Use of Learning Analytics Dashboards. Education Sciences, 14(1), 82.
This study synthesizes systematic reviews on learning analytics dashboards (LADs) in education, highlighting trends, research opportunities, and the need for ethical considerations in their development and implementation. Additional topics discussed are the ethical implications of learning analytics, the effectiveness of learning analytics dashboards, and the need for inclusivity in educational technology.

Okoye, T. (2024). 6 steps for putting data into action. The Learning Professional, 45(5), 54-57.
This article looks at embracing a data-driven culture in education essential for continuous improvement, allowing educators to use data not just for accountability but to enhance learning and teaching practices. Additional topics discussed are the importance of a learning mindset among educators, the role of technology in data collection and analysis, and the need for collaborative learning environments.