Teachers use of data to support student learning

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

8. 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!!

9. Truisms are true!!!!!

10. How did we use what le learned?

11. 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

12. Teacher Collaboration

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

14. Team Procedures

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

16. 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?

17. Ticking the effective team boxes TEAMS

18. 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?

19. Using data

20. Harvard approach for school leadership Data wise

21. 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?)

22. Monitoring with the Progress Tests for teachers

23. 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

24. Monitoring Comprehension DevelopmentProgress tests

25. Close up

26. Pathways and levels SWANS

27. Swans close up

29. 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?

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

31. Team Leadership

32. Data wise - Harvard

33. The analysis and interpretation cycle

34. Expectations of the PLT members

35. Expectations

36. Expectations

37. Expectations

38. Expectations

39. Why do we need to work in teams?

40. Working in teams to link teaching and learning

41. Changing the way we think about students

42. Learning how to use assessment data

43. Drawing on the support of a team

44. The model

45. 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

46. 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?

47. Changing the culture

48. Team differences

49. 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

50. 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