Data-informed Leadership in Education
Drawing from empirical studies and the landscape of current practice, this report explores ideas related to how educational leaders access data, the meanings they give to it, and the uses to which they put these data in the varying settings in which leaders seek to improve teaching and learning. Moving away from the potentially appealing rhetoric that data can provide clear, indisputable direction for future action (e.g. data-driven decision making), the notion of data-informed leadership captures the complex and often ambiguous nature of data use in educational settings.
Allocating Resources and Creating Incentives to Improve Teaching and Learning
This report reviews research, practice, and theory related to resource allocation and its relationship to teaching and learning. The report describes the state of the field, discussing a range of practices, both current and emerging, while framing the central challenges facing leaders who make resource decisions at the state, district, and school levels. The report links the allocation of resources to the exercise of learning-focused leadership.