چکیده (انگلیسی):

The purpose of this module is to illustrate examples of how courses in educational leadership
programs can effectively and efficiently meld lessons on leadership with lessons on data
collection and analysis. The rationale behind emphasizing this combination is very
straightforward: America’s schools need leaders who are adept with data-based decision
making. Especially since the standardized testing mandates of the No Child Left Behind Act of
2001, educational leaders at all levels have been challenged and mandated to collect,
disaggregate, analyze, and interpret data (Creighton, 2006; Holcomb, 2012; Kowalski, Lasley,
& Mahoney, 2008). The ISLLC Educational Leadership Standards (Council of Chief State
School Officers, 2008) call for educational leaders to “develop assessment and accountability
systems to monitor student progress” (Standard 2F), “monitor and evaluate the impact of the
instructional programs” (Standard 2I), “monitor and evaluate the management and operational
systems” (Standard 3A), and “collect and analyze data and information pertinent to the
educational environment” (Standard 4A). All of these require data collection, analysis, and
interpretation skills and mindsets. Educational leaders must be prepared to: (a) ask the proper
questions, (b) determine what data are necessary and available to answer these questions, (c)
develop valid and reliable instruments to obtain the necessary data, (d) assess the data obtained,
(e) analyze the data appropriate to answer the questions posed, (f) interpret the analyses, and (g)
determine the proper actions to take based on this interpretation. However, prior to their
preparation programs, few aspiring educational leaders have built these skills and a comfort
level in using them.