This presentation focuses on the role of data systems that align states, districts, and principal preparation programs in supporting school leaders who use information effectively for informed, collaborative decision-making in leadership practice. In particular, practices in leadership for early learning, especially young children with disabilities, are an ongoing challenge for nearly all school leaders. Continuous improvement theory, research, and documented practices help demonstrate why some school leaders are able to lead schools to better outcomes than would be predicted from the socio-economic context of those schools.
(Presentation available soon)
Professor Emeritus Educational Policy Studies, University of Illinois Chicago