Bernhardt’s (2007) chapters on data warehouses left me feeling as though it is fair to humorously refer to a SIS and CIA management systems as 'child’s play' (Bernhardt, 2007, pp 57-102). In these three chapters, Bernhardt (2007) gives a thorough explanation of the detailed requirements of a successful data warehouse from start to finish (Bernhardt, 2007, pp 57-102).
To begin, Bernhardt (2007) keeps the function of the advisory committee for choosing a data warehouse vendor focused by outlining the important questions that should be raised such as budget, purpose and needs of the district for information and reports (Bernhardt, 2007). I thought it important (if not assumed) that the potential project manager for the data warehouse be included on this committee considering the influential responsibilities of this position. I also imagined that it would be an advantage to have the representatives on the committee be versed in the terminology of data warehouse and the language that would be used by any representative from a data warehouse supplier. This terminology includes but is not limited to, data discovery, mapping and the functions of a server to the whole (Bernhardt, 2007). Providing this type of training to the members of the committee would place the entire team on the same level of understanding; ensuring equality in knowledge can create positive morale towards the desired goal.
Bernhardt (2007) is honest with the commitment that should be remembered when selecting a quality vendor for a data warehouse (Bernhardt, 2007). In the courtship phase of this long-term marriage, many questions need to be asked about whether or not the vendor can supply the needs of the district (Bernhardt, 2007, pp 86-87). Key attributes of a worthy vendor include visible commitment to sale, such as the vendor coming to the district and being ready with visible examples such as graphs (Bernhardt, 2007). Bernhardt’s (2007) versed knowledge in the mistakes that districts can make out of haste and lack of integration knowledge continue to make this book an essential tool for choosing correct data systems. She supplements her headed warnings by providing information such the questions raised in figure 5.4 and the outline of entities and attributes (figure 6.2) (Bernhardt, 2007, p66, pp 78-79).
If there were any question by a district whether or not to build their own data warehouse, Bernhardt answers this with her three examples in chapter eight (Bernhardt, 2007). In the third example given, a school district outlines the time, energy, impeccable leadership and knowledgable faculty that a successful, home made data warehouse requires (Bernhardt, 2007, pp 98-101). Bernhardt silently points to this school as an exception to her rule that data warehouses are best left to outside vendors because while IT staffs are being built other duties of the IT staff fall to the wayside (Bernhardt, 2007, p95).
When I began reading about data warehouses I took on the perspective of the voice of reality in my school. Though Bernhardt (2007) begins these chapters with the statement that the need for data systems in every school will be inevitable, I thought of every reason why this statement would not hold true in my district in an immediate time frame (Bernhardt, 2007, p57). I hear the voice of reason finding it difficult to justify the purchase of an elaborate tool when furniture and writing programs need to be updated. Though our school could benefit from a data warehouse at some point, I read these chapters as a preparation, tools to add to the mental shed if you will, for when our district is ready to be present in Bernhardt’s inevitable, predicted future.
Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.
