Tools and techniques from the trailblazers in data-based education reform Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them. This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you ll be able to transform data overload into a data-positive school culture. You ll learn the difference between data-driven leadership and data-informed leadership, and how to use distributed leadership to inspire collaboration and guided analysis. Incorporating narrative reflections drawn from real educators and administrators, the authors refine their observations and interviews into practical conclusions that leaders can put to use immediately. This book empowers leaders to support inquiry, build trust in data-based initiatives, establish goals for evidence use, and provide educators with the skills they need to mobilize data for the good of all stakeholders. Datnow and Park s ideas are easily accessible and grounded in clear examples, and their seven calls about what needs to be done nail the problem and the solutions. Use this book as your action guide and you ll be rewarded with better results in student learning. Michael Fullan, professor emeritus, University of Toronto Datnow and Park uncover, at last, what it means to use data to inform leadership. Documenting the four P s (people, policies, practices, and patterns) in schools, we learn about the organization and dynamics of reform informed by data. A must read! Ann Lieberman, senior scholar, Stanford University

Tools and techniques from the trailblazers in data-basededucation reformOver a period of several years, Amanda Datnow and Vicki Parkvisited public schools with a reputation for being ahead of thepack in data-driven decision making. The results of this pioneeringstudy reveal how education leaders can make data work for studentsand teachers, rather than against them.This book is an essential guide to meeting the challenges ofhigh-stakes accountability, building performance-based schools, andimproving student outcomes. By following the advice in this bookyou'll be able to transform data overload into adata-positive school culture. You'll learn the differencebetween "data-driven leadership" and"data-informed leadership," and how to use distributedleadership to inspire collaboration and guided analysis.Incorporating narrative reflections drawn from real educatorsand administrators, the authors refine their observations andinterviews into practical conclusions that leaders can put to useimmediately. This book empowers leaders to support inquiry, buildtrust in data-based initiatives, establish goals for evidence useand provide educators with the skills they need to mobilize datafor the good of all stakeholders."Datnow and Park's ideas are easily accessible andgrounded in clear examples, and their seven 'calls'about what needs to be done nail the problem and the solutions. Usethis book as your action guide and you'll be rewarded withbetter results in student learning."Michael Fullan, professor emeritusUniversity of Toronto"Datnow and Park uncover, at last, what it means to usedata to inform leadership. Documenting the four P's (peoplepolicies, practices, and patterns) in schools, we learn about theorganization and dynamics of reform informed by data. A mustread!"Ann Lieberman, senior scholarStanford University

The Authors ixAcknowledgments xChapter 1 The Promise and Pitfalls of Data-Driven Decision Making 1Chapter 2 The Four Ps of Educational Reform: People, Policies, Practices, and Patterns 25Chapter 3 Reculturing for Data Use 45Chapter 4 Goals, Routines, and Tools for Data Use 67Chapter 5 Using Data for Instructional Improvement 95Chapter 6 Facing the Future with Data-Informed Leadership 117Appendix Characteristics of Case Study Schools and Districts 129Notes 131Index 145