Ways Educational Leaders Can Build a Data-Rich Culture - Literature review Example

There are numerous ways in which educational leaders can build a data-rich culture including:

1. Selecting the right data

The Oregon school districts and the Medford school districts have increased the literacy on data selection where the focus is on improving the possibility of collecting and understanding the use of data in improving the learning process of the student.  According to Jordaan & Jordaan (2013),  there are numerous types of data sets that can be accessed by school districts. The educators can review the student’s continuous assessment tests in determining the trend in the performance level of the students with the implementation process of such data system ensuring that trend in the performance is determined. Also, the educators can rely on the performance-driven student’s data and it can draw upon the instructional information that the school articulates in measuring the student learning capabilities (Renshaw et al., 2013).  The educational leaders can review both the performance-driven data of the schools and the student assessment data in determining the resource allocation strategy and the planning decisions of the school administrators. Selecting the right data can improve the decision-making process and necessitate resource allocation.

2. Developing school capacity necessitating data-driven decisions and planning

The department of education in Australia understands the significance placed on data-driven decisions and the use of the systems in ensuring that the information is fully assessed and determining resource allocation for different schools. Through the availability of data for the student’s performance, Australia’s department of education can understand strategies that it can undertake in improving the quality of data that is provided in the institution. Pierce et al.'s (2014) study note that there are different strategies that can be employed in building data-driven capacity in the learning institution. First, educational leaders can invest extensively in the professions for data collection and assessment. Secondly, it should provide the staff with support on the ways in which it can model the data and utilize it in improving the discussions and decision-making process. Thirdly, the teachers should be provided with time in which they can undertake a systematic assessment of the data in improving the planning process and addressing the emerging trends in the utilization of the data. Building a school capacity framework improves the quality of the data collected and presented to the educational leaders.

3. Conduct an in-depth analysis of data in improving performance

Australia’s department of education is involved in collecting and conducting an in-depth analysis of data for planning on resource allocation. The review of the information on the WA education system is influential in developing measures that can improve the performance level of the students.  Renshaw et al.'s (2013) study outlines the importance of developing tools and strategies that can be influential in helping the teachers and staff to act on the available data. The immediate feedback from the schools on the performance of the student is important in improving the planning process. Educational leaders require immediate feedback from the teachers and students for ease in forming an opinion towards improving the performance level.