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Teachers use of data to support student learning

Teachers use of data to support student learning. Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education. Agenda for the session. The aetiology of a team approach. CEO(M) review of tests Review of test data Linking tests to a common empirical continuum

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Teachers use of data to support student learning

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  1. Teachers use of data to support student learning Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education

  2. Agenda for the session

  3. The aetiology of a team approach • CEO(M) review of tests • Review of test data • Linking tests to a common empirical continuum • Use an existing PLT structure in 20 schools • The importance of team leadership • Focus on intervention and data • Observation and documentation of what worked • Situating in theory • Rasch, Vygotsky and Glaser • Tiered accountability • Evidence not inference • Challenge not share

  4. Progressive achievement

  5. Progressive achievement School B: Three testing periods October - ,March - and October

  6. What did we learn? • Student outcomes are a function of teacher attitudes, skills and knowledge!!!! • Teachers using data make better decisions • Teachers collaborating are more effective than working solo!!! • Structured approaches to collaboration are more effective than ad hoc approaches!!! • Schools providing support and infrastructure are more effective!!! • Leadership needs to be strong and focused on learning outcomes. • Differentiated and targeted instruction is more effective than whole class teaching!!

  7. Truisms are true!!!!!

  8. How did we use what le learned?

  9. The assessments • Linking assessments to developmental learning • Reading and Number • SWANS instruments • social skills • emotional self-management and cognitive development, • communication and literacy • Monitoring and promoting student development

  10. Teacher Collaboration

  11. The Professional Learning Team • Team composition • Team Leader • Assessment instrument selection • Peer accountability • Frequency and length of meetings

  12. Team Procedures

  13. Team Procedures • Meetings? • Time • Funding • Leadership • Size • Structure • Monitoring and accountability

  14. Team log records and accountability Where is s/he? How will s/he get there? Where does he/she need to go next? (progress/ consolidate? How will we know? What are the implications across the curriculum?

  15. Ticking the effective team boxes TEAMS

  16. Discussion • What might be the implications for your network schools? • How might teams be structured in your network schools? • Who are the first contact points – how would it be initiated?

  17. Using data

  18. Harvard approach for school leadership Data wise

  19. Available assessment tools • PROGRESS tests - mainstream • VCAA Reading and Number – VELS 2 to 5 • Student completion ~ 60 mins • Twice a year to monitor growth • SWANS schedules • for students not able to respond to Progress Tests • Emotional and Cognitive, • Interpersonal, - • Communication and Literacy • Teacher completion online • Need to monitor teacher activities (LDF, e5? and PLT logs, PND?)

  20. Monitoring with the Progress Tests for teachers

  21. Test selection: Progress Tests • Progress Test VELS 4.5 – 5.0 • Progress Test VELS 4.0 – 4.5 • Progress Test VELS 3.5 – 4.0 • Progress Test VELS 3.0 – 3.5 • Progress Test VELS 2.5 – 3.0 • Progress Test VELS 2.0 – 2.5 1 2 2 1 SWANS

  22. Monitoring Comprehension DevelopmentProgress tests

  23. Close up

  24. Pathways and levels SWANS

  25. Swans close up

  26. Professional Learning Team log Where is s/he? How will s/he get there? Where does he/she need to go next? (progress/ consolidate? How will we know? What are the implications across the curriculum?

  27. How to improve teachers’ capacity to use data? • Developmental models emphasise all students’ growth? • Developing collaborative decision making? • Professional development of the team members?

  28. Team Leadership

  29. Data wise - Harvard

  30. The analysis and interpretation cycle

  31. Expectations of the PLT members

  32. Expectations

  33. Expectations

  34. Expectations

  35. Expectations

  36. Why do we need to work in teams?

  37. Working in teams to link teaching and learning

  38. Changing the way we think about students

  39. Learning how to use assessment data

  40. Drawing on the support of a team

  41. The model

  42. The team leader’s role • Promote a focus on teaching and learning • Communication • Focus on evidence not inference. • Link data to developmental learning. • Accountability to school leadership • Accountability to other team leaders. • Professional development of team members • Replace sharing with challenge • Changing the culture

  43. Discussion • Who can be the leaders? • How would be the criteria for their selection? • What are the prior conditions for successful leadership? • What support would the leaders need? • What infrastructure is needed in the school?

  44. Changing the culture

  45. Team differences

  46. PLT focus • Tiered Peer Accountability • “My class” to “our students” • Collaboration and joint ownership • Evidence not inference • Set expectations for all students • Development not deficit models • Teach to the construct not the test • Challenge - not share

  47. mantras • Do say make write • Assessment is for teaching • Evidence not inference • Formal and informal assessments • Talk about students – not teachers • Challenge and defend not share

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