CAREER: Data-Driven Instructional Systems-- Accessing How School Leaders Develop Local Capacity to Use Data to Influence Instruction

这项提案研究了领导者如何通过开发新的程序和利用现有的学校功能来创建响应学生评估分数变化的本地学校系统，从而建立数据驱动的教学系统(DDIS)。最近要求学校对外部问责措施作出反应的要求向学校领导人提出了挑战，要求他们建立使用数据来指导教学实践的学校教学系统。例如，为教师建立讨论成绩数据、考虑和试验研究型教学实践、将教师评价与学生表现挂钩、和/或建立奖励成功教学的财务系统的领导人，能够故意创建和利用学校职能的系统互连来创建本地DDI。该项目旨在发展对如何获取、记录和交流指导成功教学领导者实践的知识的新理解。这项工作的基础是以前的努力，以记录领导人从事建设专业社区、发展包容性教学做法以及设计和实施教师评估方案等困难工作的做法。作为这项研究工作的下一步，调查DDIS有望展示学校领导人如何参与重塑学校文化以满足外部问责要求的艰巨任务。这项研究将有助于我们如何看待领导力、学校改革、问责制和领导力准备之间的关系。三个组成部分的活动将提供教育经验：(A)开发和传播多媒体实践案例，(B)关于如何更好地教授和设计管理人员准备和专业发展课程的见解，以及(C)研究生发展。这项研究的一个主要成果和教育计划的一个主要特点将是开发多媒体案例，使指导发展分布式信息系统的知识公之于众。这些案例将作为重新考虑如何教授培训中的领导者以及如何帮助研究生认识并记录领导实践的中心特征的基础。拟议的工作与大学和系调查了解和交流学校领导做法的新方法的目标一致。

This proposal studies how leaders build data-driven instructional systems (DDIS) by developing new programs and using existing school functions to create local school systems responsive to changes in student assessment scores. The recent demand for schools to respond to external accountability measures challenges school leaders to create school instructional systems that use data to guide the practices of teaching and learning. For example, leaders who establish structures for teachers to discuss achievement data, consider and experiment with research-based teaching practices, link teacher evaluation to student performance, and/or building a financial system to reward successful teaching are able to intentionally create and exploit the systemic interconnections of school functions to create local DDISs.The project is designed to develop a new understanding of how to access, document and communicate the knowledge that guides the practice of successful instructional leaders. This work is grounded in prior efforts to document the practice of leaders engaged in the difficult work of constructing professional communities, developing inclusive teaching practices, and designing and implementing teacher evaluation programs. As the next step in this research work, investigating DDISs promises to show how school leaders engage in the daunting task of reshaping their school culture to meet external accountability demands. The study will contribute to how we think about the relationship between leadership, school reform, accountability, and leadership preparationThree component activities will furnish educational experiences: (a) the development and dissemination of multimedia cases of practice, (b) insights for how to better teach and design administrator preparation and professional development courses, and (c) graduate student development. A key outcome of the research and a central feature of the education plan will be to develop multimedia cases to make the knowledge that guides DDIS development public. These cases will serve as foundation for reconsidering how to teach leaders-in-training and how to help graduate students recognize and document the central features of leadership practice. The work proposed is consistent with the goals of the university and department to investigate new methods for understanding and communicating school leadership practices.