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MidYIS in a Secondary Context Supporting the Evolution of CfE

MidYIS in a Secondary Context Supporting the Evolution of CfE. Derek Brown Head Teacher Oldmachar Academy. Organisational Improvement.

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MidYIS in a Secondary Context Supporting the Evolution of CfE

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  1. MidYIS in a Secondary ContextSupporting the Evolution of CfE Derek Brown Head Teacher Oldmachar Academy

  2. Organisational Improvement • “People at the top of any organisation like to think that they are, metaphorically, on the summit of a mountain in perfect visibility. They’re wrong, of course; in fact there’s mist of the way down. Organisationally, you’re lucky if you can see clearly into even just the next level down. After that it’s pure murk as a rule.” • Iain Banks Transition

  3. The value of MidYIS It supports my efforts to evaluate my school It helps me build a picture of learners’ needs It helps me track progress over time It is woven into the fabric of all we do to develop our school I can rely on it – but I use it carefully

  4. Validity of Data

  5. Scaling the Statistical Precipice • High correlation between UPSA and No. of Highers passed

  6. Looking Back in Time: 2005 Cohort • Low correlation between MidYIS and No. of Highers passed.

  7. Andy Hargreaves and Dennis Shirley “It also can be helpful for a school to collect comprehensive, though confidential data about itself, or with trusted peers so it can work out where and how to improve.”

  8. Working with S5 Pupils

  9. The Health Warning “Test scores and other student assessments are the most commonly used instruments of educational accountability. Although we have been critical of exclusive reliance on test scores as benchmarks of student learning, there is sometimes a place for them… Other, more objective data that can be acquired… may add insight and prod the consciences of teachers who otherwise feel they are doing their best.” Andy Hargreaves & Dennis Shirley The Fourth Way

  10. Megan’s Story • Megan was selected for the school’s mentoring programme due to the fact that she had fallen below MidYIS predictions for Standard Grades at the time of the prelims • In the mentoring programme she described learning in Chemistry, where she was losing confidence • This story leant weight to her MidYIS profile

  11. Megan’s Learning Summarised S4 Prelim Results

  12. Conclusions about Megan • Megan may or may not have a specific learning difficulty that has been masked by her general approach to work • She certainly has a discrepancy in her learning abilities • In certain situations, her coping skills fail her and she struggles to cope, losing confidence • Megan is not atypical

  13. Working with Discrepancies

  14. Recent CPD ExerciseReview of S1 Curriculum • Describing the learning of pupils in the subject areas • Describing the learning of pupils in terms of Experiences and Outcomes of A Curriculum for Excellence • Describing the learning of pupils in terms of Stages of Learning and the extent to which they can be said to be Developing, Consolidating or Secure within these levels.

  15. Sample Group

  16. CfE Stages of Development

  17. Overview of Learners’ progress

  18. Planning for CfE • Promoting Social Justice • Raising Ambition • Partnerships • Work on Interdisciplinary Learning • Quality Assuring Assessment • Approaches to Assessment • Moderation • Work on Formative Assessment

  19. Tackling the Mindset Problem We realised that: Changing the mindset of a group of our learners had to be part of the plan for future school improvement This led to the evolution of our school’s Building Learning Power mentoring programme, which will develop further in future

  20. Tackling the Mindset Problem Fixed ideas of intelligence Good and bad learners Learned helplessness Low self-worth Learners become risk averse

  21. A coordinated approach to Building Learning power • A focused approach to developing skills • Rooted in evidence • Shared across the organisation • Increased challenge and support

  22. In using information, data and statistics We need to avoid a shallow technocratic approach We must always see the real children in the data sets and patterns of numbers We need to use the data we can gather to help us build capacity in teachers and help students to achieve their full potential

  23. The value of MidYIS • It supports my efforts to evaluate my school • It helps me build a picture of learners’ needs • It helps me track progress over time • It is woven into the fabric of all we do to develop our school • I can rely on it – but I use it carefully

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