Abstract
In this case, Sharon Rowley, a veteran principal, volunteers to participate in a new community-driven accountability initiative and encounters dilemmas about what it means to be a “data-driven” instructional leader. This case provides an opportunity for aspiring school leaders to explore and apply data-use theory to the work of leading for instructional improvement, with a specific focus on using new accountability metrics intended to leverage broader conceptions of supporting students’ academic and social well-being. The teaching notes at the end of the case guide readers to consider the leadership demands of responding to the professional and market challenges that emerge from using and communicating about accountability metrics and data-use interventions more generally.
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