A Systemic View of Implementing Data Literacy in Educator Preparation

TLDR

Data‑driven decision making is increasingly important in education, yet educators lack formal data literacy training, despite policymakers’ demand for data‑informed practice. The article investigates the challenges of integrating data‑driven decision making into educator preparation programs. The authors adopt a systems perspective to examine how courses and programs can be implemented to develop data literacy.

Abstract

Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.