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Teachers use of data to support student learning Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education.

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Presentation on theme: "Teachers use of data to support student learning Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education."— Presentation transcript:

1 Teachers use of data to support student learning Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education

2 Agenda for the session TimeFocus 9.00The team approach to the use of data 9.15Teacher collaboration 9.30Use of data 9.45Team leadership 10.15Changing the culture 10.45Morning Tea 11.10Scaling up and sustainability 12.30Plenary - questions and comments

3 The aetiology of a team approach CEO(M) review of tests Review of test data –Linking tests to a common empirical continuum –Use an existing PLT structure in 20 schools –The importance of team leadership –Focus on intervention and data Observation and documentation of what worked Situating in theory –Rasch, Vygotsky and Glaser Tiered accountability Evidence not inference Challenge not share

4 Progressive achievement

5 School B: Three testing periods October -,March - and October

6

7

8 What did we learn? Student outcomes are a function of teacher attitudes, skills and knowledge!!!! Teachers using data make better decisions Teachers collaborating are more effective than working solo!!! Structured approaches to collaboration are more effective than ad hoc approaches!!! Schools providing support and infrastructure are more effective!!! Leadership needs to be strong and focused on learning outcomes. Differentiated and targeted instruction is more effective than whole class teaching!!

9 Truisms are true!!!!!

10 How did we use what le learned? Student assessment data Teacher Collaboration

11 The assessments Linking assessments to developmental learning –Reading and Number –SWANS instruments social skills emotional self-management and cognitive development, communication and literacy Monitoring and promoting student development

12 Teacher Collaboration

13 The Professional Learning Team –Team composition –Team Leader –Assessment instrument selection –Peer accountability –Frequency and length of meetings

14 Team Procedures

15 Meetings? –Time –Funding –Leadership –Size –Structure –Monitoring and accountability

16 Student Code: ……………………… Level: ………………………. Review date: ……………….. Is the student ’ s level what was expected ? What makes you say that? What goals are set for this student ’ s learning? What teaching strategies could be used to achieve the goals? What resources are needed? What evidence would show the goals are met? Team log records and accountability Where is s/he? Where does he/she need to go next? (progress/ consolidate? How will s/he get there? How will we know? What are the implications across the curriculum?

17 Ticking the effective team boxes TEAMS

18 Discussion What might be the implications for your network schools? How might teams be structured in your network schools? Who are the first contact points – how would it be initiated?

19 Using data

20 Harvard approach for school leadership Data wise

21 Available assessment tools PROGRESS tests - mainstream –VCAA Reading and Number – VELS 2 to 5 –Student completion ~ 60 mins –Twice a year to monitor growth SWANS schedules –for students not able to respond to Progress Tests –Emotional and Cognitive, –Interpersonal, - –Communication and Literacy –Teacher completion online Need to monitor teacher activities (LDF, e5? and PLT logs, PND?)

22 Monitoring with the Progress Tests for teachers

23 Progress Test VELS 4.5 – 5.0 Progress Test VELS 4.0 – 4.5 Progress Test VELS 3.5 – 4.0 Progress Test VELS 3.0 – 3.5 Progress Test VELS 2.5 – 3.0 Progress Test VELS 2.0 – 2.5 Test selection: Progress Tests SWANS

24 Monitoring Comprehension Development Progress tests

25 Close up

26 Pathways and levels SWANS

27 Swans close up

28

29 Student Code: ……………………… Level: ………………………. Review date: ……………….. Is the student ’ s level what was expected ? What makes you say that? What goals are set for this student ’ s learning? What teaching strategies could be used to achieve the goals? What resources are needed? What evidence would show the goals are met? Professional Learning Team log Where is s/he? Where does he/she need to go next? (progress/ consolidate? How will s/he get there? How will we know? What are the implications across the curriculum?

30 How to improve teachers’ capacity to use data? Developmental models emphasise all students’ growth? Developing collaborative decision making? Professional development of the team members?

31 Team Leadership

32 Data wise - Harvard

33 The analysis and interpretation cycle

34 Expectations of the PLT members

35 Expectations

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37

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39 Why do we need to work in teams?

40 Working in teams to link teaching and learning

41 Changing the way we think about students

42 Learning how to use assessment data

43 Drawing on the support of a team

44 The model

45 The team leader’s role Promote a focus on teaching and learning Communication Focus on evidence not inference. Link data to developmental learning. Accountability to school leadership Accountability to other team leaders. Professional development of team members Replace sharing with challenge Changing the culture

46 Discussion Who can be the leaders? How would be the criteria for their selection? What are the prior conditions for successful leadership? What support would the leaders need? What infrastructure is needed in the school?

47 Changing the culture

48 Team differences

49 PLT focus –Tiered Peer Accountability –“My class” to “our students” –Collaboration and joint ownership –Evidence not inference –Set expectations for all students –Development not deficit models –Teach to the construct not the test –Challenge - not share

50 mantras Do say make write Assessment is for teaching Evidence not inference Formal and informal assessments Talk about students – not teachers Challenge and defend not share

51 Evidence and Bloom’s taxonomy Know defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views Understand classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands Apply acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalises; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes Analyse breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides Evaluate appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports Create adapts; anticipates; categorizes; collaborates; combines; communicates; compares; compiles; composes; contrasts; creates; designs; devises; expresses; facilitates; formulates; generates; incorporates; individualizes; initiates; integrates; intervenes; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

52 Affective Domain

53 Purpose of the assessment –To inform teaching… identifying the level of student development - To promote student development establish baseline measures against which to evaluate change over time

54 Changing the culture What needs to be done? How- and by whom?

55 Sustainability

56 SUSTAINABILITY Contact from the network at the start of each year re plans for involvement Professional reading and research updates prompted by team leader Efficient online assessment, analysis and reporting systems Revisit the developmental progressions to check currency and validity Updates on work in other schools and networks Data and intervention discussions at start each year Formalise the assessment schedule for two data collections per year Avoid ‘watering down’ the process Document PLT procedures Access to Web site for information - ‘Ultranet’ Publish the list of schools involved with their contact details List the experienced PLT leaders Maintain the action research led by PLT members and leaders Emphasise focused and targeted teaching Maintain leaders network meetings

57 SUCCESSION PLANNING Network with experienced PLT leaders Maintain the action research records across schools Emphasise focused teaching in PLT meetings Decide on the network PLT leaders group – regular per term? Who to convene? funding? Have a deputy or proxy at cross school meetings for succession planning Project folder on the server at school with up to date information and materials Ensure that project materials are available as a resource bank (Ultranet?) Have a network induction plan for new leaders Find ways of developing PLT procedure skills at a school level

58 NETWORKING Maintain contact across schools Regular and scheduled team leaders meetings as part of the school’s PD program Maintain contact with experienced team leaders Meeting of the leaders group – regular per term? Who to convene? funding? Structure Leaders meetings with peer reporting duties Formalise partnerships and links across schools Cross school reporting on strategies and resources

59 The weaknesses Dependence on team leaders Focus on data only and ignoring intervention Lack of accountability within and between teams Teaching to the test Need for whole of school support

60 Sustaining change

61 Sustainability For any project how many of these characters are in place? What causes initiatives to fall away and decline?

62 Scaling up

63 Scaling up in the Wellington Network

64 Involvement

65

66

67

68 Making Time, Improving access to data Supporting the work and promoting collaboration Leadership Team, External specialists Involvement

69 Systemic support Targeted Professional development E 5 and its applications within teams Leadership Development framework P&D framework The Ultranet as a resource Online reporting and analysis Coaches –Teaching and learning –Literacy –Numeracy –Ultranet Net books and it initiatives for the students SSSP for the SWANS materials Regeneration School and community partnerships Earned autonomy Role for the Institute of Educational leadership for team leaders

70 Action How can these infrastructure elements be used to improve data driven, evidence – based teaching and learning decisions? What is in place to support data driven learning and teaching in your network? What support is needed?

71 Action plan

72 Timeline immediate Identify the Team leader Form the teams IT administrator »Check that On Demand Testing is set up and teachers know how to use it School Administration »Allow for time and leadership »Admin staff need to know what is happening »Coordinators and information networks in the school

73 Timeline Testing Period – Two week period Students sit VCAA Progress tests Teachers complete SWANS online School IT Administrator to upload results After a further two weeks Print reports for Team Leader Meeting Team Leader Meeting Ongoing At end of testing period upload the analyse Discuss at the PLT meeting Team leader to document and defend decisions for Leaders’ meeting Online support

74 The model


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