Abstract
In this chapter, the authors present evidence-based strategies for effective data use in early childhood education. These strategies are presented in a table where they are aligned with the credo from All I Ever Needed to Know I Learned in Kindergarten by Robert Fulghum. The various roles of early childhood educational leaders are described along with how these leaders can more effectively fulfill their roles via effective data leadership. Background information is provided for two areas: overall early childhood educational leadership and leading a culture of data use for any educational context.
TopMain Focus Of The Chapter
The purpose of this chapter is to describe research-based strategies for leading a culture of data use in early childhood education. The target audience for this chapter consists of practitioners and academicians in the fields of early childhood education and educational leadership. Educational leaders, especially principals, could use this information to frame a process for leading a culture of data use and to facilitate the increased data-use capacity of their early childhood teachers.
This remainder of the chapter has six major sections:
- 1.
Background: A synopsis of two areas of literature, early childhood educational leadership and leading a culture of data use;
- 2.
Data Use in Early Childhood Education: A presentation of evidence-based data-use practices;
- 3.
Leading an Early Childhood Data-Use Culture: a Framework for building and sustaining an early childhood data-use culture;
- 4.
Solutions and Recommendations: A discussion of solutions and implications for practice;
- 5.
Future Research Directions: A description of avenues for future research relevant to early childhood educational leadership, and,
- 6.
Conclusion: Final words to draw the chapter to a close.
TopBackground
Background information needed to understand how an early childhood educational leader builds and sustains a culture of data use includes literature on two areas: the nuances of being an early childhood educational leader and how educational leaders in general lead a culture of data use.
Key Terms in this Chapter
Advocate: An ECE leadership role fulfilled by advocating for stakeholders, especially young children, to develop policy and resolve issues.
Stakeholder Team Builder: An ECE leadership role fulfilled by initializing, developing, coordinating, and facilitating multiple teams comprised of various stakeholder groups.
Data Literacy: An understanding of various aspects of data use (e.g., assessment) uniquely and collectively.
Strategic Leader: An ECE leadership role fulfilled by establishing a vision and facilitating the attainment of the vision.
Leadership Dispositions: Innate characteristics of leaders that manifest through behaviors.
Pedagogical Leader: An ECE leadership role fulfilled by overseeing the curriculum, instructional, assessment, and evaluation of student outcomes.
Data-Use Capacity: The ability to use data effectively and efficiently.
Operational Leader: An ECE leadership role fulfilled by managing the operations of the organization.
Data-Informed Decision-Making: The process by which data are transformed into information that is interpreted to form knowledge for making decisions and taking action.