Teachers use of data to support student learning Patrick Griffin Assessment Research Centre...
-
Upload
julie-jeffrey -
Category
Documents
-
view
217 -
download
2
Transcript of Teachers use of data to support student learning Patrick Griffin Assessment Research Centre...
Teachers use of data to support student learning
Patrick GriffinAssessment Research Centre
Melbourne Graduate School of Education
Agenda for the session
Time Focus
9.00 The team approach to the use of data
9.15 Teacher collaboration
9.30 Use of data
9.45 Team leadership
10.15 Changing the culture
10.45 Morning Tea
11.10 Scaling up and sustainability
12.30 Plenary - questions and comments
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
Progressive achievement
School AYear 1 vs Year 2
Reading Comprehension Levels
0%
5%
10%
15%
20%
25%
30%
35%
40%
0 1 2 3 4 5 6 7 8 Level
% o
f S
tud
en
ts
Progressive achievement
School BT1 (2005) vs T2 (Feb 2006) vs T3 (Oct 2006)
Language Literacy Levels
0%
5%
10%
15%
20%
25%
30%
35%
A B C D E F G H I
Literacy Level
% o
f Stu
den
ts
T1 T2 T3
School B: Three testing periods October - ,March - and October
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!!
•Truisms are true!!!!!
How did we use what le learned?
Student assessment data
Teacher Collaboration
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
Teacher Collaboration
The Professional Learning Team
– Team composition
– Team Leader
– Assessment instrument selection
– Peer accountability
– Frequency and length of meetings
Team Procedures
Review the progress of students. The discussion based on the evidence of do, say, make and write
and all inferences of learning challenged and
defended
Plan strategy for intervention to take the students to the next level on the developmental continuum. Document for accountability purposes
Stipulate the evidence that will establish
movement to the next level has occurred and a
timeframe for the next review. Hold members to account or process and
evidence
Team Procedures
• Meetings?– Time – Funding– Leadership– Size – Structure– Monitoring and accountability
Student Code: ………………………Level: ……………………….Review date: ………………..
Is the student’s level what was expected? What makes you say that?
What goals are set for this student’s learning? What teaching strategies could be used to achieve the goals?
What resources are needed?
What evidence would show the goals are met?
Team log records and accountability
Where is s/he?
Where does he/she need to
go next?(progress/
consolidate?
How will s/he get there?
How will we know?
What are the implications across the curriculum?
Ticking the effective team boxes
TEAMS
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?
Using data
Harvard approach for school leadership
Data wise
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?)
Monitoring with the Progress Tests for teachers
• 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
Test selection: Progress Tests
21
2
1SWANS
Monitoring Comprehension Development
Progress tests
Close up
Pathways and levels SWANS
Swans close up
Review the progress of students. The discussion based on the evidence of do, say, make and write
and all inferences of learning challenged and
defended
Plan strategy for intervention to take the students to the next level on the developmental continuum. Document for accountability purposes
Stipulate the evidence that will establish
movement to the next level has occurred and a
timeframe for the next review. Hold members to account or process and
evidence
Student Code: ………………………Level: ……………………….Review date: ………………..
Is the student’s level what was expected? What makes you say that?
What goals are set for this student’s learning? What teaching strategies could be used to achieve the goals?
What resources are needed?
What evidence would show the goals are met?
Professional Learning Team log
Where is s/he?
Where does he/she need to
go next?(progress/
consolidate?
How will s/he get there?
How will we know?
What are the implications across the curriculum?
• How to improve teachers’ capacity to use data?• Developmental models emphasise all students’ growth?• Developing collaborative decision making?• Professional development of the team members?
Team Leadership
Data wise - Harvard
The analysis and interpretation cycle
9. Preparation for the next team
leaders’’ meeting
8. Team review of data interpretation and intervention
strategies
6. Planning and agreement for team meetings at school.
5. Leader group discussions of
Implications and suggestions for
intervention
7. Setting the data agenda for the PLT meeting at school.
Review etc...
4. Interpret and report to other team
leaders on interventions at
school
3. Explore possible class and individual
student reports
2. Review of school level data and
interpretation of reports and data
sets
1. Review of aggregate data at
network level.
Expectations of the PLT members
Expectations
Expectations
Expectations
Expectations
Why do we need to work in teams?
Evidence of learning
outcomes
Literacy
Numeracy
Communication
Interpersonal
Intra personal
Working in teams to link teaching and learning
Pedagogy practices
Evidence of learning
outcomes
Evidence based
Resource use
Intervention strategy
Literacy
Numeracy
Communication
Interpersonal
Intra personal
Changing the way we think about students
Values Beliefs and attitudes
Pedagogy practices
Evidence of learning
outcomes
Evidence based
Resource use
Intervention strategy
Targeted instruction
Class organiation
Individual learning
Literacy
Numeracy
Communication
Interpersonal
Intra personal
Learning how to use assessment data
Values Beliefs and attitudes
Knowledge of discipline and use
of dataPedagogy practices
Evidence of learning
outcomes
Disc (Lit & Num)
pedagogy
Data use and
interpret
Evidence based
Resource use
Intervention strategy
Targeted instruction
Class organiation
Individual learning
Literacy
Numeracy
Communication
Interpersonal
Intra personal
Developmental
Learning
Drawing on the support of a team
Team Planning resource and
intervention links
Values Beliefs and attitudes
Knowledge of discipline and use
of dataPedagogy practices
Evidence of learning
outcomes
Disc (Lit & Num)
pedagogy
Data use and
interpret
Evidence based
Resource use
Intervention strategy
Challenge and
develop
Support and
ownership
Accounting for change
Targeted instruction
Class organiation
Individual learning
Literacy
Numeracy
shareSet
expected evidence
Resource and
strategy
Set targets
Review and
challenge
Communication
Interpersonal
Intra personal
Developmental
Learning
The model
leadership
Data use
Assessment and
Reporting
Team strategies
Team LeadershipData use and
analysis
Team Planning resource and
intervention links
Values Beliefs and attitudes
Knowledge of discipline and use
of dataPedagogy practices
Evidence of learning
outcomes
Disc (Lit & Num)
pedagogy
Data use and
interpret
Evidence based
Resource use
Intervention strategy
Challenge and
develop
Support and
ownership
Accounting for change
Targeted instruction
Class organiation
Individual learning
Literacy
Numeracy
shareSet
expected evidence
Resource and
strategy
Set targets
Review and
challenge
Communication
Interpersonal
Intra personal
Developmental
Learning
Developmental theoryP
rofe
ssio
na
l D
evelo
pm
ent
for
team
le
ad
ers
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
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?
Changing the culture
Team differences
Pragmatic but less than ideal IdealData Collection
Teachers working SOLO with assessment data without systematic reference to
colleagues
Teachers working alone and then informing peers of
actions and interpretations
Teachers working on data from sets of students
Teachers working as a team using assessment data to
discuss individual students. Discussion focuses on
evidence based decisions for intervention and target
setting
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
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
Evidence and Bloom’s taxonomy
Know defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views
Understand classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands
Apply acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalises; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes
Analyse breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides
Evaluate appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports
Create adapts; anticipates; categorizes; collaborates; combines; communicates; compares; compiles; composes; contrasts; creates; designs; devises; expresses; facilitates; formulates; generates; incorporates; individualizes; initiates; integrates; intervenes; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.
Affective Domain
Purpose of the assessment
– To inform teaching…• identifying the level of student development
- To promote student development• establish baseline measures against which
to evaluate change over time
Changing the culture
• What needs to be done?• How- and by whom?
Sustainability
SUSTAINABILITY
• Contact from the network at the start of each year re plans for involvement
• Professional reading and research updates prompted by team leader• Efficient online assessment, analysis and reporting systems• Revisit the developmental progressions to check currency and validity• Updates on work in other schools and networks• Data and intervention discussions at start each year• Formalise the assessment schedule for two data collections per year• Avoid ‘watering down’ the process• Document PLT procedures • Access to Web site for information - ‘Ultranet’ • Publish the list of schools involved with their contact details• List the experienced PLT leaders • Maintain the action research led by PLT members and leaders• Emphasise focused and targeted teaching• Maintain leaders network meetings
SUCCESSION PLANNING
• Network with experienced PLT leaders • Maintain the action research records across schools• Emphasise focused teaching in PLT meetings• Decide on the network PLT leaders group – regular per term? Who to
convene? funding?• Have a deputy or proxy at cross school meetings for succession
planning• Project folder on the server at school with up to date information and
materials• Ensure that project materials are available as a resource bank
(Ultranet?)• Have a network induction plan for new leaders• Find ways of developing PLT procedure skills at a school level
NETWORKING
• Maintain contact across schools • Regular and scheduled team leaders meetings as part of
the school’s PD program• Maintain contact with experienced team leaders • Meeting of the leaders group – regular per term? Who to
convene? funding?• Structure Leaders meetings with peer reporting duties• Formalise partnerships and links across schools• Cross school reporting on strategies and resources
The weaknesses
• Dependence on team leaders• Focus on data only and ignoring intervention• Lack of accountability within and between teams• Teaching to the test• Need for whole of school support
Sustaining change
Structure
People development
Measurement and rewards
Processes
Technology
Information
Authority and responsibility
Skills, Mind-sets and culture
EfficiencyMotivation
Vision and Strategy
Networking
Determines the placement and authority
How knowledge is shared and used
Efficient procedures, structure and monitoring
Motivation and reinforcement of the visison
Knowledge , skills and attitude development –
hearts and minds
Adapted from Jay R. Galbraith, Designing Organisations (San Francisco: Jossey Bass, 1995
Sustainability
• For any project how many of these characters are in place?
• What causes initiatives to fall away and decline?
Scaling up
Scaling up in the Wellington Network
Assessment and use of data in developmental
contextTeam leaders
Interventions, resources and
team leadership
UoM input System input Specialist input
Involvement
Assessment and use of data in developmental
contextTeam leaders
PLT1
PLT2
PLTn
Interventions, resources and
team leadership
Leaders Team meetings
UoM input System input Specialist input
Involvement
Assessment and use of data in developmental
contextTeam leaders
PLT1
PLT2
PLTn
Interventions, resources and
team leadership
Leaders Team meetings
Evaluation of intervention
and resources
UoM input System input Specialist input
Differentiated Teaching and
resource identification-
Professional Learning
Involvement
Making Time, Improving access to data
Supporting the work and promoting collaboration
Leadership Team , External specialists
Involvement
Systemic support
• Targeted Professional development • E5 and its applications within teams• Leadership Development framework• P&D framework• The Ultranet as a resource• Online reporting and analysis• Coaches
– Teaching and learning– Literacy– Numeracy– Ultranet
• Net books and it initiatives for the students• SSSP for the SWANS materials• Regeneration• School and community partnerships• Earned autonomy• Role for the Institute of Educational leadership for team leaders
Action
• How can these infrastructure elements be used to improve data driven, evidence – based teaching and learning decisions?
• What is in place to support data driven learning and teaching in your network?
• What support is needed?
Action plan
Timeline
• immediate• Identify the Team leader• Form the teams• IT administrator
» Check that On Demand Testing is set up and teachers know how to use it
• School Administration» Allow for time and leadership» Admin staff need to know what is happening» Coordinators and information networks in the school
Timeline
• Testing Period – Two week period
Students sit VCAA Progress tests
Teachers complete SWANS online
School IT Administrator to upload results• After a further two weeks
Print reports for Team Leader Meeting
Team Leader Meeting• Ongoing
At end of testing period upload the analyse
Discuss at the PLT meeting
Team leader to document and defend decisions for Leaders’ meeting
• Online support
The model
leadership
Data use
Assessment and
Reporting
Team strategies
Team LeadershipData use and
analysis
Team Planning resource and
intervention links
Values Beliefs and attitudes
Knowledge of discipline and use
of dataPedagogy practices
Evidence of learning
outcomes
Disc (Lit & Num)
pedagogy
Data use and
interpret
Evidence based
Resource use
Intervention strategy
Challenge and
develop
Support and
ownership
Accounting for change
Targeted instruction
Class organiation
Individual learning
Literacy
Numeracy
shareSet
expected evidence
Resource and
strategy
Set targets
Review and
challenge
Communication
Interpersonal
Intra personal
Developmental
Learning
Developmental theoryP
rofe
ssio
na
l D
evelo
pm
ent
for
team
le
ad
ers