Data Driven Decisions and School Leadership by Theodore J. Kowalski

By Theodore J. Kowalski

The ebook offers a special contribution to the literature in this field in that the reviews of choice concept and data-based choice making are built-in. concentrating on educators assuming management roles in class development, the book’s content material is both appropriate for directors, supervisors, and academics. The ebook, notwithstanding, is situated on data-driven selection making, either as a demand of the No baby Left at the back of Act and as a normative specialist commonplace. matters relating to amassing, storing, and keeping information in districts and colleges are also lined. functions in management, supervision, and instructing are verified.

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Culture influences creativity. , Amabile, 1988) demonstrate that manifestations of institutional culture, such as a lack of trust, competition, and having limited choices (by virtue of tight controls through policy and rules), push people toward routine behavior. If data-driven decision making is to become the norm in elementary and sec­ ondary education, then elements of school climate, and especially cultural as­ sumptions, must be altered. In a data-driven culture, the principal and teachers 36 PART ONE / Foundations of Decision Making in Schools embrace scientific approaches; more precisely, they use information systematically and continuously to make important choices (Noyce, Perda, & Traver, 2000).

To use profes­ sional knowledge and to rise above political influence); on the other hand, they ex­ pect them to be respectful of and responsive to the public'S authority over schools (Wirt & Kirst, 2001). Experiences with political-coercive school reform initiatives demonstrate that tensions between democracy and professionalism are virtually unavoidable (Kowalski, 2004). For example, government officials have repeatedly promulgated legislation and then forced teachers to implement their ideas.

And the greater the level of ambiguity, the more employees question the organization's motives and the value of their own work (March & Simon, 1958) . Conflict is inevitable in all organizations (Hanson, 2003). In relation to deci­ sions, it typically occurs when key stakeholders disagree with respect to option preferences or with respect to risk levels associated with options (Nutt, 1989). Am­ biguity also is a source of conflict, especially in public schools. For example, edu­ cators are often confused by parents who demand reform until change initiatives affect them or by parents who demand higher academic standards but protest when athletic budgets are curtailed so that more resources can be allocated to ada­ demic programs.

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