Putting a face ON data using Google docs Denise Lombardo, De La Salle

What did we need to do? Leader of Pedagogy Roles (17) CEO Sydney “Build teacher and school capacity” High ESL, Low Socio- Economic DLSA = 82 nationalities, 70%ESL

My Background? English, RE, Special Needs Student-centred, reflective “walk with others, not run” NUMBERS DIDN’T WORK Why, How, What I’ve Learnt

2011 IEPs Individual Education Plans “Assist teachers to integrate an analysis of student assessment DATA into overall program evaluation to inform and improve teaching and learning programs” 47 kids x 2 hours x 1 person x too much paper = good conversations, overwhelmed teachers, no change in practice Must be a better way!

THANK YOU JENNY

Putting a face on DATA “in order to build success in schools, we need to see the data not as numbers but as the names and faces of every single student” (Sharratt and Fullan in G Whitby, Bluyonder, 30/4/12) “Single most important factor common to successful change is that relationships improve. If relationships improve, schools get better.” ( M. Fullan)

PART 1: SURVEY ALL STUDENTS Google Form - Learner Survey: Surveyed all students on learning needs/preferences This would form basis, intro to more personalised ILCs “Some” would have follow-up ILC

“What are you proud of?” merits achieving improving sports good marks trying harder “....nothing”

“What did you do that helped you achieve?”

BEAUTY OF GOOGLE FORMS: EXPORTS to EXCEL Sort data by year, class, teacher etc. Mail merge form letter to personalise for teachers in Individual Learning Conversations

PART 2: “Individual Learning Conversations” ILC: Nominated teachers had1:1 “conversation” with students (ALL teachers were involved...) minutes Introduced at staff meeting/role play interview

Teacher and Student ILCs... Areas of study/school you find most difficult? Strategies or approaches your teachers use that help you? What could you do to help yourself? (etc...) (Completed on paper or online...)

“Student difficulties?” time management understanding what I read writing sentences, using grammar properly career info linking ideas “academic” English

“Teachers help us by:” Providing clear feedback Doing demos/pracs Checking for understanding Modeling writing “having fun with us”

COLLATED FEEDBACK! Form: “Show summary of responses” Graphic overview File: “Download as... Excel” mail merge forms

PART 3: Where to from here? Spreadsheet can be sorted: class, year Individual results can be merged for new form letters: parents (engagement with learning) teachers, specialists

What will we do with new data? pastoral issues arising (year groups, individuals) learning issues arising (classes, year groups, individuals) professional learning needs determined (Cycle of Inquiry - Timperley) ???? Instructuional Rounds with volunteers/faculties? adjustments to programs/learning approaches

Putting a face on data? “I like having that rapport, that one on one, they can see that someone else cares about their learning. The care is really important. But we can’t just do this one off. We need to check in; it will be really important to keep that connection in the long run.” Dirar, HSIE

Improving relationships? “It was such a powerful experience, having that sort of a conversation with students about their learning. And when they would say, ‘Mrs So and So really helps me when she does this or that,’ I could then go back to that teacher and pass on the positive feedback. This really helps create a community of learners and contributes to great conversations about students and their learning.” John, RE

NAPLAN data can be your friend be personal (no laptops...) relationships, not the tech beadle: positioning human face on data!