seminar schools july seminar. to develop schools ’ evaluative capability, using evidence to...
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Seminar SchoolsJuly Seminar
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• To develop schools’ evaluative capability, using evidence to support learning for students, teachers and leaders
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• “ simply gathering data, however systematically and routinely, will not of itself improve schools. There needs to be a commitment to scrutinise such data, to make sense of it, and to plan and act differently as a result” -
David Hopkins: School Improvement for Real
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Being Evaluative• Requires the use of evidence throughout
the teaching and learning cycles so that those involved can answer the questions “Where am I going?” , “How am I doing?” and “Where to next?”
• It is more than just looking at achievement results and deciding what next.
(Hattie & Timperley, 2007)
We will explore what building a school’s evaluative capability looks like for students, teachers and
leaders
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It involves:• Identifying what outcomes for students are desired and
necessary
• Identifying the type of information needed to work out how to make judgements about attainment and progress
• The capability to develop a shared understanding of conditions that may limit professional and student learning and take action
• Checking on the impact of new actions in terms of what is desired and necessary and engaging in further cycles of inquiry – (Timperley, /McNaughton, Lai, Hohepa, Parr and Dingle, 2010)
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Data:• Data are typically the results of
measurements and can be visualised using graphs or images. From data information and then knowledge can be gained
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Analysis of data:
• Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making.
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Using evidence for learning
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Resources:
http://assessment.tki.org.nz/Using-evidence-for-learning
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At all levels of the school:
• Classroom level
• Team level
• Senior leaders level
• BOT/Community/Level/MoE Level
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At classroom level:• To maximise the probability of enhanced learning and
outcomes the system must be located from the student level outwards
• Teachers ascertain the nature and use evidence to make a difference to learning
• Sound diagnostic and formative evidence
• Need to address teachers’ expectations and target setting – underpinned by the teachers’ concept of progression
• Emphasis needs to be on growth/progress
• Needs many time points – not just beginning and end of year
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What this might look like:• Mark and enter in a spreadsheet/might be SMS or use e-
asTTle/STAR/ PAT graphs
• Analysis the data
• Prepare some graphs to present to the students as a whole against expectations and progress as a whole
• With the students begin to interpret the data by asking and discussing a series of questions:
– What was hard ? What was easy? Why?
– How could I help you to learn this?
– How did you use what we have been learning this term?
• Set some goals/targets with the class
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At team level:• Each teacher presents their analysis and
interpretation to the team
• Team leaders collates, analysis and interprets the team’s data using the teachers interpretation as a starting point
• As a team they interpret the teams data
• Sets goals and targets aligning with school goals
• Establish support needed and a plan for achieving them
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At senior leadership level• Other key people-team leaders, senior
leaders, parents, B.O.T. members and MoE can then use the evidence, analysis and interpretation done at students, teacher and middle leaders to inform the school-wide picture.
• All levels of the system need to be evaluative
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What often goes wrong?• Parents get the information but cannot understand what it
says
• Students cannot interpret the information for their parents/whānau
• Boards overwhelmed with ‘data’ but little interpretation and little connection between strategic goals and evidence presented
• Teachers don’t know what the school targets are and do not know that that implies action on their part!
Therefore the interpretation of all evidence must be co-constructed if we are to build buy-in to learning from students, their family and whānau
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Student Teacher Middle Leaders
Senior Leaders
Being Evaluative
B.O.T.Community
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Linking to the matrices:
• Student -
• Teacher
• Leadership
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