DID Resource Kit for States, Districts and Schools

Overview: Training Leaders in Data Use

It is critical that each level of the education system sets clear roles and expectations regarding data collection, analysis and interpretation. It is also important that each level of the system agree on the role of data in informing decisions for school improvement. Once these norms have been established, well-coordinated and ongoing professional development on data literacy must be integrated into the career continuum for school leaders. Training, at all levels, should be based on driver behaviors (narrow and prioritized set of observable behaviors that if improved, will have the greatest likelihood of improving the quality of teaching and learning) and address both the conditions of a leader's role in creating them, how to manage change and lead school reform, and the "nuts and bolts" of how to make high-quality data informed decisions. Being able to analyze and interpret data from state, district and school reports is not intuitive. It requires training and ongoing professional development and support.

State Level
States must work collaboratively with districts and schools to set up a data infrastructure that facilitates the use of data collection, analysis and interpretation in a timely and reliable manner. States should consider integrating training on data use into their statewide leadership standards, licensure and certification requirements, principal preparation program accreditation and approval, mentoring and induction programs, and ongoing professional development. States should also consider evaluating school leaders on data competencies. In addition, states should encourage mentoring and induction programs include comprehensive training on data analysis. States should also provide targeted ongoing opportunities for high-quality professional development on the use of data. This may include using regional assistance centers to provide training. And above all, states must model the use of data informed decision-making and help make data collection, analysis and interpretation transparent to schools, districts and parents and the community.


1. Essential Elements

Following are essential elements of how to train school leaders in effective data use:
  • Provide principals with training on how to create a culture of data use by using data for making state level decisions and aligning policies that include the use of data.
  • Ensure that training on data use is embedded into statewide leadership standards and licensure and certification requirements and that school leaders are evaluated on data competencies.
  • Ensure that training on data use and analysis is integrated into the curriculum of principal preparation programs and mentoring and induction programs.
  • Provide robust targeted ongoing professional development and support to schools on how to use and analyze data-mining tools to better inform classroom instruction and school and district processes and decision.
  • Provide parents and community members with training on how to interpret assessment results.

2. Promising Practices

According to Education Week's 2006 Technology Counts report, 26 states and the District of Columbia are providing professional development training to educators on how to use data for instruction (based on 2005-06 data). Many states are building analysis and data-mining tools to make sure principals and teachers have the necessary skills to use those tools and are capable of understanding the data. Twenty-two states and the District of Columbia reported that they provide formative assessments linked to state standards, and 31 states and the District of Columbia provide test items so educators can develop their own tests.

In Connecticut, the University of Connecticut's Administrator Preparation Program (UCAPP) is transforming a high-quality, traditional university-based pre-service program into an innovative program that integrates graduate coursework and field experiences and prepares principals who can use data and evidence of classroom practices to lead change. The UCAPP program includes a rigorous process for recruitment and selection, graduate coursework, and a two-year internship. All program activities take place within a cohort. Some candidates go into Hartford where they can receive additional, intensive professional development.


3. Critical Questions
  • Does your state encourage a culture of data use by using data for making state level decisions and aligning polices that include the use of data?
  • Does your state include training on effective data use in its statewide leadership standards, licensure and certification requirements, principal preparation program accreditation and approval, mentoring and induction programs, and ongoing professional development?
  • Does your state evaluate school leaders on data competencies?
  • Does your state provide districts with measures and indicators that help them benchmark how well they are using school improvement principals?
  • Does your state partner with regional assistance centers to develop training opportunities ineffective data use to offer to districts and schools, including online training?
  • Does you state fund institutions (e.g. leadership academies, professional associations, regional centers, higher education, etc.) to provide training and share best practices in effective data use?

4. State Resources

Smart Data Users: Helping Principals Use Data Effectively Survey
In 2007, with support from The Wallace Foundation, Georgia, Kentucky, Michigan, New Mexico, and Ohio developed and administered surveys to over 1,000 principals to determine how principals use data to make informed decisions about improving student achievement.  The surveys includes four different modules or components:

  1. Data for Principals
  2. Importance of Data
  3. Principal Data Challenges
  4. Principal Preparation

Southern Regional Education Board
Training Modules in Data Use
Using Data to Focus Improvement:Schools that successfully improve student achievement regularly use data to guide decisions about instruction, student support and professional development. Easy-to-use processes are taught, and participants learn how data are a vital part of the school improvement process.

Georgia Leadership Institute for School Improvement (GLISI)
Training Modules in Data Use
GLISI has a number of training modules that are designed to help school and district leaders use and analyze data.


Armstrong, Jane & Anthes, Katy. (2001). Identifying the factors, conditions and policies that support schools' use of data for decision-making and school improvement. Denver: Education Commission of the States. Summary: Article briefly identifies the factors, conditions, and policies that support data driven decision making for school improvement that were discovered through school and district interviews.

Cooley, V.E., J. Shen, D.S. Miller, P.N. Winograd, J.M. Rainey, W. Yuan, and L. Ryan. (2006). Increasing Leaders' Capacity in Data-based Decision-making: State Level Initiatives in Ohio, New Mexico and Michigan. Educational Horizons, 85 (1), 57-64. Summary:This report highlights three state-level initiatives around data-based decisionmaking.

Darling-Hammond, Linda, M. LaPointe, D. Myserson, and M. Orr. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Summary: The study examines eight exemplary pre- and in-service principal development programs. The study highlights key findings and provides implications for policy and practice and policymakers.