Data-Driven School Leadership
Principal as Instructional Leader
- What is a principal’s role as an instructional leader? Use the readings to shape your vision for instructional leadership and to support the points you make
- From your experience with schools, do most principals act as instructional leaders?
Chapter 1: Debugging the School (p. 1 – 14)
Chapter 6: Monitoring Progress and Midcourse Corrections (p. 90 – 108)
James-Ward, C., Fisher, D., & Frey, N. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
Chapter 7: The Lens of Instructional Leader (p. 103 – 122)
Lee, S. G. (2010). The instructional leadership toolbox: A handbook for improving practice. Thousand Oaks, CA: Corwin Press.
Chapter 2: Be an Instructional Resource for your Staff (p. 33 – 44)
McEwan-Adkins, E.K. (2003). 7 steps to effective instructional leadership. Thousand Oaks, CA: Corwin Press
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Data-Driven School Leadership
1. Leading with Purposeful Data
Principals who embrace data-driven leadership begin by setting clear, measurable goals for teaching and learning. According to James-Ward et al. (2013), meaningful data should inform every instructional decision. Principals must cultivate a school culture where data is not feared but valued. Data reveals learning gaps, instructional weaknesses, and progress over time. When used well, it gives purpose and direction to all school improvement efforts.
2. Monitoring Instructional Progress
Chapter 6 highlights the importance of midcourse corrections based on ongoing data review. Effective principals monitor lesson delivery, student engagement, and formative assessment results. These insights help identify when changes in teaching strategies are needed. Data becomes a tool for accountability and encouragement. Monitoring allows for timely adjustments that prevent small issues from becoming larger setbacks.
3. Empowering Teachers with Insights
Data-driven principals do not hoard information—they share it with staff in meaningful ways. McEwan-Adkins (2003) emphasizes being an instructional resource. Principals must help teachers interpret data and apply it to lesson planning and differentiation. This builds teacher confidence and effectiveness. Regular collaboration around data also promotes professional growth and teamwork.
4. Reflections from Practice
In my school experience, the most successful principals used data as a compass, not a hammer. They motivated rather than intimidated. Unfortunately, many still focus more on compliance than student learning. A shift toward data-driven school leadership can transform not only academic performance but also the morale and culture of a school. It leads to informed, intentional, and inspiring leadership.
