Understanding, Leading, and Managing Complexities in Data-Informed Decision-Making Approaches at System and School Levels

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Systems-Level and Cross-Sector Data Use Practices

Abstract

Schools today are complex in nature and require adaptive leadership strategies to deal with varied and frequent change that occurs within them. Currently, data-informed decision-making holds centre-stage in the discourse around school improvement (Schildkamp, Poortman, Ebbeler & Pieters, 2019). When discussing school improvement, research indicates that school data is an important factor that is used (Bryk, Gomez, Grunow & LeMahieu, 2015; Fernandes, 2019) to make educational decisions. This research study investigated how a network of schools use a common data-informed school improvement approach to guide their decision-making processes through enhanced networked governance structures and capabilities. The guiding question for this enquiry is: What are the organisational complexities in understanding, leading and managing data-informed decision-making approaches at system and school level?

Author

• Venesser Fernandes, Monash University