Educational Policy XX(X) 1–31 © The Author(s) 2012 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0895904811429295 http://epx.sagepub.com 429295EPX XX X 10.1177/0895904 811429295Park et al.Educational Policy © The Author(s) 2012 Reprints and permission: sagepub.com/journalsPermissions.nav 1 University of California, San Diego, CA, USA Corresponding Author: Vicki Park, Education Studies, University of California, San Diego, Pepper Canyon Hall, 3rd Floor, 9500 Gilman Drive #0070, La Jolla, CA 92093-0070 Email: vbpark@ucsd.edu Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning Vicki Park 1 , Alan J. Daly 1 , and Alison Wishard Guerra 1 Abstract Although there is an emerging body of research that examines data-driven decision making (DDDM) in schools, little attention has been paid to how local leaders strategically frame sensemaking around data use. This explor- atory case examines how district and school leaders consciously framed the implementation of DDDM in one urban high school. Leaders strategically constructed diagnostic, motivating, and prognostic frames to promote a cul- ture of using data for continuous improvement. Our findings demonstrate that leaders developed (a) diagnostic frames centered on the need to con- front student achievement and opportunity gaps; (b) motivating frames con- centrated on school improvement as shared collective responsibility; and (c) prognostic frames focused on making incremental change to sustain reform efforts and the creation of common goals to monitor progress. The findings suggest that framing is an important leadership tactic that needs careful con- sideration when reforms are introduced and implemented. Keywords implementation, urban schools, qualitative research, educational reform, leadership, organizational behavior, educational policy, school accountability, school capacity, school districts at UNIV CALIFORNIA SAN DIEGO on August 31, 2012 epx.sagepub.com Downloaded from