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Using data to inform the whole school perspective

Peter Hendry: CEM Consultant. Using data to inform the whole school perspective. Course: Using CEM Data in Practice Day 2 Session 4 Thursday 18 th October 2012. Peter.Hendry@cem.dur.ac.uk. Using VAD to inform leadership decisions e.g. Management of the need for school improvement

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Using data to inform the whole school perspective

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  1. Peter Hendry: CEM Consultant Using data to inform the whole school perspective Course: Using CEM Data in Practice Day 2 Session 4 Thursday 18th October 2012 Peter.Hendry@cem.dur.ac.uk

  2. Using VAD to inform leadership decisions e.g. • Management of the need for school improvement • Staffing: accountability and support strategies • Subject curriculum time • New appointments….. • Cross-curricular needs • Information to Governors • Conversations with feeder primary schools • etc

  3. Case study A: Alis value-added data Four sets of VAD are available! From average GCSE baseline: • all Alis cohort • type of Institution • Syllabus From the baseline test • all Alis cohort

  4. SPC Chart with confidence limits: WHOLE SCHOOL Institution All Alis Cohort: Syllabus

  5. Using PARIS software: Baseline Test Whole School From your perspective, which set of VAD would you use for the different user groups? (Governors, HoDs, Media, Parents, SMT/SLT...)

  6. Case study B GCSE VAD 2009

  7. Case study C A final thought.......... Is it possible to keep adding value at each key stage?

  8. USE ONE YEARS DATA WITH CAUTION! • Better to use three years data as patterns over time are more significant.

  9. Using data to inform leadership decisions Some key questions: • Which data do I need AND which data do I not need? (e.g. MidYIS cohort or Independent Sector) • What does the data mean and what does the data not mean? (e.g. staff INSET and support) • Who is the data for? • Storage, retrieval and use of data (e.g. self-evaluation and preparing for Inspection)

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