School Leadership and Data-Driven Instruction: A Small City School Case Study
Corey, Molly M.
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This explanatory case study explains a phenomenon from the view point of administrators and teachers regarding how or why one small city school district uses data to inform decision-making and how its use impacts student achievement. This study examines the factors school leaders face when trying to implement instructional data systems that informs instructional decisions in English Language Arts for school improvement. I analyzed district documents and conducted interviews with a majority of school principals, assistant principals, the district level data specialist and English Language Arts teachers connected to the data system. Overall, the findings for the district indicate that having data is not enough to establish a system for continuous school improvement that impacts the classroom decision-making process. In this case study, school leaders were not employing strategies for data use on a regular basis; therefore, teachers were rarely or inconsistently using data to improve practice with students in their classroom.