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Getting Dirty in the Data
Getting Dirty in the Data
Workshop Overview
Session One:
Session Two:
Session Three:
Getting Dirty in my Data
Where and what is the relevant data?
What about my own practice?
My plan
Feedback Reflection and Evaluation
We are making data/evidence informed improvement in our HPS facilitation
We know we are successful when we:
• are confident and capable in analysing HPS data base reports
• can set evidence based targets and track our progress against local and national targets
• make changes in our practice based on evidence about what effective HPS facilitation looks like
• can support others to improve their practice
Research on behaviour change suggests that people will change if:
- they have a purpose to believe in
- they have the skills and capacity for the new behaviour
- role models act consistently
Choose a small number of priority areas.Focus relentlessly on these.
What we know about facilitating for change
1
2
3
4
Needs analysis
HPS Workforce Community Engagement
Collaborative Design
Community initiated actions
Health promoting schools
The school and/or school clusters
Whanau and community
DISTRIBUTION OF POWER
Baseline
Session 1: Our HPS data
• Slides from OECD report
• 1. Our shared moral purpose
HPS national service types of performance measures found in each quadrant
How much did we do? How well did we do it?
Is anyone better off?
#database decile 1-4 primary
schools
#database decile 1-4 primary &
sec schools
##all primary and secondary
schools
# database continuing schools
and new schools
# database rubric rating and effect
size shift
# ActivitiesHealth and wellbeing priorities
% % decile 1-4 Primary
% decile 1-4 Primary and secondary
% of Maori and Pasifika students
% Skills / KnowledgeDatabase, schools survey, rubric ratings & case
studies, plans
% Attitude / OpinionDatabase, schools survey, rubric ratings & case
studies, plans
% BehaviorDatabase, chools survey, rubric ratings & case studies,
% CircumstanceDatabase, schools survey, rubric ratings & case
studies, plans
% Activity-
% Who in the school we engaged with
% Health and wellbeing priorities
%Rubric
Point in Time
vs. Point to Point
Improvement
• Noticing, investigating and collaborative sense-making
1. What do my team and I notice about our HPS data? What is it telling us?
2. Should we be concerned?
3. Why do we have different interpretations of the data?
4. What is the problem/issue?
5. What do we need to take a closer look at?
6. What are our questions?
7. Where is the relevant data in the database? Who can help me find it?
2. My ability to analyse data and use this as a basis for an improvement plan
HPS National Leadership and Co-ordination Service
a service provided by
We need to ask ourselves these questions: Change agents
• Does our team have consistently high expectations for each other?
• What ways can we encourage each other to seek help and find our own answers?
• Have we been blaming others for something that we are not addressing?
• How open are we to critique, error and feedback?
HPS National Leadership and Co-ordination Service
a service provided by
WHAT THE DATA TELLS US WE SHOULD BE FOCUSSING ONChange agents
What the data says we should be focusing on?How much did we do? How well did we do it?
Is anyone better off?
#% Activities
#% Skills / Knowledge
#% Attitude / Opinion
#% Behaviour,
#% Circumstance
# % Activity-
Point in Time
vs. Point to Point
Improvement
With two peers, take turns at having an open learning conversation about your data focus-sharing the roles
Criteria
My practice
Session 2: What does effective HPS facilitation look like?
• The best professional learning builds
willingness and capability to be agents of
change in school settings. Independent
expert led simulations, role plays and
peer-led learning challenge facilitators’
thinking and inspires a change in their
practice.
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Case studies and
peer led learning
inspire confidence
and motivate action
among both schools
and workforce
Focus for national hui in 2016 was learning through example, expert led simulationsand case studies. Facilitators who attended these workshops experienced a statistically significant shift in their use of data and confidence to improve education, health and wellbeing outcomes in school communities.
The workshops provided learning opportunities for those who were keen to extend and improve their practice, as well as a pathway for those with a lower level of confidence or practice to achieve an agentic shift and greater impact with their schools
EXAMPLE COMMENTS ON LEARNING OUTCOMES:
• ignited ideas on how to best support school leaders to make changes for students and whanau
• highlighted new ideas to review and make sense of family/student voice• more ideas and insight on community engagement and ways Principals can get the
community involved• commitment to action to implement the learnings above
Prior to and after attending this workshop, what was your understanding of your data? (average out of 5)
F E B 2 0 1 6 A P R I L 2 0 1 6
D A Y 1 D A Y 2 D A Y 1 D A Y 2
4 . 1 - 4 . 7 4 . 3 - 4 . 7 4 . 1 - 4 . 5 4 - 4 . 63 . 9 - 4 . 3
A group of facilitators have emerged as stand out performers. They are clear about the HPS community development approach, and their role in helping schools to critically evaluate their priorities.
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Excellence is where the facilitator takes a ‘whole school’
community-based approach, uses the rubric and critical questioning to
identify clear priorities, and makes it easy to integrate and action health
and wellbeing priorities
Help you to integrate health and wellbeing across your core business, without making more wok for you
Prompt you to critically evaluate health and wellbeing by identifying what you do well and what you could improve on
Enable you to involve the whole school community in planning and taking health and wellbeing action
Link you with the health, education and social services/tools you needed
HOW WELL DID YOUR HPS FACILITATOR:
4.1
4.7
4.1
4.3
2.8
3.6
2.9
3.1
Group 1: Nett EXCELLENTFacilitators
Group 2: Nett GOODFacilitators
In essence, excellent facilitators
apply the core principles of the
HPS approach i.e. a school
community-led approach to
health and wellbeing
B I G G E S T D I F F E R E N C E S B E T W E E N T H E R AT I N G S O F G O O D V S
E X C E L L E N T F A C I L I T A T O R S
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• The best facilitators have a growth
mindset, have consistently high
expectations of themselves and others.
They believe that change can happen,
and actively engage school communities
in finding their own solutions.
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Systematically collecting and analysing evidence of impact is crucial. It has enabled us to prove that excellence in practice leads to more, and better, outcomes.
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Engaging school leaders drives tangible outcomes and advocacy for HPS
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WHAT DOES HPS BEST
PRACTICE LOOK LIKE?
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Strong ‘trusted partner’ relationship with HPS facilitator1
Facilitator is in frequent contact and supporting school leaders to gather staff, student & family voices, unpack/explain evidence, identify desired outcome, link to resources, drive action, monitor and measure progress
2
Progress along the levels of Inquiry, monitor and measure, modify
3
Clear outcomes and evidence of agency for all- and impact on health, wellbeing and educational outcomes
4
School leaders value and recommend HPS to others5
Our research with schools confirms that a community development critical inquiry approach, as we have designed for HPS, delivers substantial benefits and outcomes to the broader school community
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© Cognition Education 2016
Our review of results and feedback over the last year confirms the impact that HPS can have is now emerging. Sustained and positive results are achieved when there is a shared
understanding between the HPS facilitator and the school of priorities, what action will be taken, and the desired results. Effective facilitators use critical questioning via the tools and
processes created, and are dedicated and enthusiastic in their follow through to achieve impact.
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Self –reflection: How well does this describe my practice?
My strengths
My areas for improvement
HPS National Leadership and Co-ordination Service
a service provided by
We need to ask ourselves these questions: Change agents
• Do I have consistently high expectations for myself?
• What ways can seek help and find my own answers?
• Have I been blaming others for something that I am not addressing?
• How open am I to critique, error and feedback?
My planOur HPS data My practice
What is our focus?To……
What is my focus?To…….
Baseline n and % Baseline n and %
Desired result Desired result
Action to achieve shift from baseline to desired result Action to achieve shift from baseline to desired result
Actual result by (date) Actual result by (date)
HPS National Leadership and Co-ordination Service
a service provided by
We need to ask ourselves these questions: Change agents
• Do I have consistently high expectations for myself?
• What ways can I encourage my team mates to seek help and find their own answers?
• Have I been blaming my team for something that I am not addressing?
• How open am I to critique, error and feedback?
HPS National Leadership and Co-ordination Service
a service provided by
Complete my plan
Your colleague will give you some feedback about your plan for change.
Developing the protocols and guidelines:
1. How do the two of you prepare for this conversation about the plan?
2. After reading the plan, how will you frame the feedback conversation?
Peer Feedback
• Choose a small number of priority areas for change and focus relentlessly on these.
• Ensure people are clear about the targets.
• Identify and reduce distractions that hinder change.
• Systematically review progress and impact of changes, but don’t expect overnight success.
• Attend to relationships at all times.
• Communicate clearly and widely with everyone involved in the change process.
Facilitating for change is not easy but…
Time for Reflection:
We know we are successful when we:• are confident and capable in analysing
HPS data base reports• can set evidence based targets and track
our progress against local and national targets
• make changes in our practice based on evidence about what effective HPS facilitation looks like
• can support others to improve their practice
