establishing a whole school data strategy · 2016-10-17 · establishing a whole school data...
TRANSCRIPT
Establishing a Whole School Data Strategy
Peter Atherton -Data Manager
• What role does data play in your school?
• What personality does your data possess?
• Ownership
• Minimising confusion and maximising quality
Data Culture and Personality
Data Confusion
DATABASICS
Prior
AttainmentCoasting
Schools
Life after
Levels
Catch up
premium
Pupil
Premium
Absence
Targets
PRPFloor
Standards
New GCSE
Specifications
(1-9)
Ebacc
Gaps
Level 3
value-added
Progress 8
Attainment 8
Expected
Progress
Fine-levels
Value-addedPoints
Conversions
Predicted v
Current Grades
Planning
Seating plans
Data
CollectionsHow to use
the MIS
School
Policies
Bespoke
ProceduresEffort
Rewards
Post-16
changesTimescales
Using
Analysis
Systems
Passwords
Curriculum
TrackersRaw v
UMS
• Keep it simple
• Presentation is important
• Ability to both glance and contain depth
• Stop doing things!
Transforming Data at Minsthorpe
Maximising Quality
• Time
• Clear purpose
• Provide heads up, not catch up
• Promote discussions about individual students
• The rise and changing nature of Data Managers
• Diversity within the role
– Large variation between schools, huge array of job titles:
(Data Manager, MIS Manager, Data and Exams Manager, ICT
and Data Manager, Data and Cover Manager, Standards
Manager etc.)
… and a even wider range of duties…
Defining the role of ‘Data Manager’
• Specialist Knowledge of:
– Systems and Software
– National Education Sources and Policy Changes
• Skilled in:
– Identifying Problems
– Engineering and Introducing Solutions
– Thinking Strategically
– Communicating effectively to a wide range of audiences
Features of a Data Manager
• Encourage Networking
• Define Priorities
• Promote Strategic Discussions
• Involve in Planning and Review Cycle
Harnessing the Data Manager
Data Toolkit• Every school has a unique toolkit
• Different MIS
• Different analysis systems
• Different staff
• Different ethos
• Make YOUR setup, work for YOU
Filling in the gaps
• Know your coverage
• Stay flexible
• Experiment
• Invest in your staff (time and resources)
The Data Process at Minsthorpe• Provide the tools for teachers to move students forward
• Build a system ‘designed by teachers for teachers’
• A system that teachers must use in lessons – link to quality of teaching
• Clear and understandable ‘Target Setting Policy’
• Accuracy of predictions
• ‘Getting to know your students’
• Seating Plans
• ‘Intelligent Accountability’
Key Messages
• Give staff one clear message
• Progress compared to National
• Consistency across ALL subjects and key stages
• Teachers are not there to find data – just use it
• Once the message is embedded – introduce the next steps
Planning and Strategy Review and Accountability
Planning and
Strategy• ‘Getting to know your students’
• Context of The Class
• Class Targets based on National
• Seating Plan Creation
• Attainment Profile
• Historical Assessments
• Differentiation of students
Review and
Accountability• National Adjusted Cohort
Comparisons
• Easy Identification of students
• Intelligent Accountability
• Clear areas of success or areas
for development
• Group Data
• User friendly layout
• Ability to customise
• Tracking interventions
Free Tools available at:
https://dataeducator.wordpress.com/tools-for-schools/
Accuracy of
Predictions
• THE MAIN THING
• They are used for:
– Appraisal
– Curriculum Area
Intervention
– Whole College
Intervention
– Mentoring
– Governors
– OFSTED
• No carrot or stick!!
• Professional Predictions
Accuracy of
Predictions• The question I’m asked
most when I speak to other
schools is:
‘How do you get teachers to
accurately predict consistently
across year groups and across
subjects’
• Answer:
‘Keep revisiting the issue’
The Future
• Keep Evolving
Questions?
Peter Atherton: @dataeducator
E-mail: [email protected]
https://dataeducator.wordpress.com/tools-for-schools/