Principal Leadership, Data, and School Improvement
Principal Leadership, Data, and School Improvement Michael A. Copland, Michael S. Knapp, and Juli A. Swinnerton University of Washington
Educational leaders operate in an increasingly data-rich environment, where they are expected to make decisions that require sophisticated knowledge, skills, and practices with the use of data. Routinely, today’s educational leaders grapple with what it means to draw data into decision-making processes in ways that are more systematic, relevant, and suﬃciently nuanced to carry the weight of important decisions. This chapter puts forward conceptual and practical deﬁnitions of what we will call “datainformed educational leadership,” illustrating ways in which data collection and use play out in intentional eﬀorts to improve teaching and learning.1 We focus particularly on how these ideas play out in the work of school and district leadership, where data practices are embedded most directly in ongoing eﬀorts to improve teaching and learning in schools.