Seminar SchoolsJuly Seminar

• To develop schools’ evaluative capability, using evidence to support learning for students, teachers and leaders

• “ 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

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

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)

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

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.

Using evidence for learning

Resources:

http://assessment.tki.org.nz/Using-evidence-for-learning

At all levels of the school:

• Classroom level

• Team level

• Senior leaders level

• BOT/Community/Level/MoE Level

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

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

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

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

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

Linking to the matrices:

• Student -

• Teacher

• Leadership