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The Principal as a Data-Driven Instructional Leader: Using PLCs to Improve Teaching and Learning

The Principal as a Data-Driven Instructional Leader: Using PLCs to Improve Teaching and Learning

Sonya D. Hayes, Carlos G. Lee
Copyright: © 2018 |Pages: 22
ISBN13: 9781522531883|ISBN10: 1522531882|EISBN13: 9781522531890
DOI: 10.4018/978-1-5225-3188-3.ch005
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MLA

Hayes, Sonya D., and Carlos G. Lee. "The Principal as a Data-Driven Instructional Leader: Using PLCs to Improve Teaching and Learning." Data Leadership for K-12 Schools in a Time of Accountability, edited by Evan G. Mense and Mindy Crain-Dorough, IGI Global, 2018, pp. 76-97. https://doi.org/10.4018/978-1-5225-3188-3.ch005

APA

Hayes, S. D. & Lee, C. G. (2018). The Principal as a Data-Driven Instructional Leader: Using PLCs to Improve Teaching and Learning. In E. Mense & M. Crain-Dorough (Eds.), Data Leadership for K-12 Schools in a Time of Accountability (pp. 76-97). IGI Global. https://doi.org/10.4018/978-1-5225-3188-3.ch005

Chicago

Hayes, Sonya D., and Carlos G. Lee. "The Principal as a Data-Driven Instructional Leader: Using PLCs to Improve Teaching and Learning." In Data Leadership for K-12 Schools in a Time of Accountability, edited by Evan G. Mense and Mindy Crain-Dorough, 76-97. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3188-3.ch005

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Abstract

The No Child Left Behind Act (NCLB) began an educational reform movement that iterated standardization and accountability. Since the onset of NCLB, educational leaders have focused more attention on using data to guide and inform school improvement efforts. Although most school leaders and teachers have access to a wide-range of data, the examination and interpretation of data to inform teaching and to improve student learning has been a challenge for educators. In this chapter, the authors review the literature on data-driven decision making (DDDM) and elaborate on how the principal, as an instructional leader, uses the professional learning community (PLC) process to support the development of teachers in creating an authentic approach to data analysis in order to improve instruction and support student learning.

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