Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2005). The new instructional leadership: Creating data-driven instructional systems in schools. WCER Working Paper 2005-9, Wisconsin Center for Education Research, University of Wisconsin-Madison. Retrieved May 8, 2007 from http://www.academiccolab.org/resources/documents/HalversonGriggPrichettThomas NCPEA.pdf
The purpose of this paper is to explore data-driven instructional systems (DDIS) in schools and explain how the elements of DDIS may be used to help school leaders use student achievement data to inform quality instructional practices in the classroom. DDIS comprises six interrelated functions including data acquisition, data reflection, program alignment, program design, formative feedback, and test preparation. Through use of these practices, DDIS help make achievement test data accessible to both teachers and students to improve classroom learning and instruction. To explore DDIS, the researchers collected data from four elementary and middle schools in the Midwest known for effective leadership and data-informed decisions. The researchers conducted interviews with a variety of school leaders, observed faculty at school events (e.g., faculty meetings, professional development sessions, etc.), and collected school artifacts (e.g., budget information, school improvement plans, etc.). The researchers found substantial evidence of each DDIS function in each school. They conclude that DDIS encompass a wide variety of practices used by teachers and school leaders to make meaningful decisions and instructional improvements based on student data. They also highlight the significance of teachers (to inform classroom practice) and school leaders (to interpret school-wide performance) throughout this process as well as the interplay between both groups to maximize improvements in teaching and learning.
Culture of Inquiry, Decision Making, Skills and Knowledge