Becoming a data-wise school leader: Developing leadership capacity for data-informed school improvement

VERBIEST, Eric, Milan POL, Kristin VANLOMMEL, Paul MAHIEU, Bohumíra LAZAROVÁ, Kristina MALMBERG, Signe NEIMANE, Justina ERCULJ, Andrej SAVARIN, Agnis GLEIZUPS and Torbjörn HORTLUND. Becoming a data-wise school leader: Developing leadership capacity for data-informed school improvement. Sodobna pedagogika. Ljubljana: Sveza pedagoskih drustev Slovenije, 2014, vol. 65, No 4, p. 64-78. ISSN 0038-0474.

Basic information

• Original name: Becoming a data-wise school leader: Developing leadership capacity for data-informed school improvement
• Authors: VERBIEST, Eric (56 Belgium), Milan POL (203 Czech Republic, guarantor, belonging to the institution), Kristin VANLOMMEL (56 Belgium), Paul MAHIEU (56 Belgium), Bohumíra LAZAROVÁ (203 Czech Republic, belonging to the institution), Kristina MALMBERG (752 Sweden), Signe NEIMANE (428 Latvia), Justina ERCULJ (705 Slovenia), Andrej SAVARIN (705 Slovenia), Agnis GLEIZUPS (428 Latvia) and Torbjörn HORTLUND (752 Sweden).
• Edition: Sodobna pedagogika, Ljubljana, Sveza pedagoskih drustev Slovenije, 2014, 0038-0474.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50300 5.3 Education
• Country of publisher: Slovenia
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14210/14:00078395
• Organization unit: Faculty of Arts
• Keywords (in Czech): práce s daty; vedení školy; rozvoj školy; Deleca projekt
• Keywords in English: data-wise work; school leadership; school development; Deleca project
• Tags: rivok
• Tags: International impact, Reviewed

Abstract

More schools are expected to use data because of accountability and development. School leaders play a pivotal role in collecting, interpreting and using these data, so the leaders must be sufficiently data-literate or data-wise. This article is based on the findings in the Developing Leadership Capacity for Data-informed School Improvement (DELECA) project. We examine the concept of school leaders' data literacy and describe school leaders' competencies according to different stages of evidence-informed practice. Because the problem-solving capacity of the organization and not the data per se plays a decisive role, we emphasize the supporting role of the school leader and the organizational learning process in terms of data use in formulating competencies. Although experience and knowledge development are significant aspects of the complex process of becoming a principal, these approaches work most powerfully in combination. In this article, we summarize the most important guidelines for developing a curriculum to train aspiring school leaders to become more data literate. We illustrate these guidelines with examples from a training course developed in the context of the DELECA project.

Abstract (in Czech)

Od škol se očekává práce s daty, a to především z důvodu jejich rozvoje a akontability. Vedení škol hraje hlavní roli ve sběru, interpretaci a využívání dat, znamená to tedy, že musí být dostatečně schopné s daty pracovat. Článek shrnuje dílčí výstupy z projektu Developing Leadership Capacity for Data-informed School Improvement (DELECA). Pracuje s konceptem datové gramotnosti vedoucích pracovníků škol a diskutuje možnostmi rozvoje jejich kompetencí. V textu jsou také shrnuty vybrané postupy tvorby kurikula zaměřeného na rozvoj gramotnosti v práci s daty ve školním prostředí, které byly vytvořeny v rámci projektu DELECA.