Leading Data Conversation Moves: Toward Data-Informed Leadership for Equity and Learning

Abstract

Purpose: The purpose of this article is to examine the data conversation moves enacted by leaders and to bridge organizational leadership for equity and data-informed decision making to practice. I argue that data discussion moves with the purpose of improving equity and learning must reflect core tenets of organizational leadership for equity—specifically eliminating deficit thinking and focusing on inquiry for improvement. Research Method: I employ case study methods to explore how data use routines and discussion moves unfold in context. The analysis for this article stems from data collected over a 2-year period at an elementary school, consisting of 106.5 hours of observation, 25 semistructured interviews, and document reviews. Analysis was an iterative process, beginning with holistic case studies, open coding, and then a focused coding that lead to a finalized typology of data conversation moves. Findings: Leaders engaged in data conversation moves that invited an inquiry stance and a strength-based approach to understanding how student data could inform instructional improvement and support, such as (a) Triangulating, (b) Reframing Deficit Thinking to Building on Student Learning Assets, (c) Pedagogical Linking and Student-Centered Positioning, and (d) Extending. Implications: This study contributes to the growing body of research that examines the micro-processes of data use practice by honing in on conversation moves that educators engage in to shift discussion toward student learning and professional inquiry. The findings highlight how data use for inquiry, learning, and equity requires leadership practices that forge capacity building routines with facilitation of data conversation moves.