1. Transforming your Pedagogy through the Purposeful Use of Data
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Tania Leach, Susan Evans and Wendy Luscombe
Darling Downs South West Regional Project Officers

2. We are learning to:
Review why purposeful data collection and analysis is important from an evidence-based and classroom perspective.
Develop future actions to enhance evidence-based pedagogical decisions and practices.

3. What I am looking for: :
Reflect upon how the purposeful use of data enhances teaching and learning.
Consider provisions for future data collection, analysis and use.

4. This is because:
Our core business is to know that every student is succeeding and that their learning outcomes are maximised.

5. …schools are often "data rich and information poor…“
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2015). Learning by doing: a handbook for professional learning communities at work. Solution Tree Press.
Why Purposeful use of data:
In alignment with DETE systemic directions and the DDSW regional charter of expectations, school leaders and teachers have been enacting process that support the development of expert teaching teams (CTL audit domain). This includes the development and enactment of whole
school assessment process.
The explicit process and opportunities provided by the Region for school leaders has developed strong knowledge and skills in the use and purpose of whole school data sets (summative and diagnostic data) which is evident in the level of professional conversations around the analysis of external data sets and how these have inform whole school strategies.

6. Context: State Schools Strategy 2014-2018 Darling Down South West
Strong Curriculum and Pedagogy
Purposeful Use of Data
Coaching and Feedback
Darling Down South West
Three Pillars
In the DDSW, regional portfolios continue to support schools to ensure every student succeeds.
The suite of modules align schools systemic priorities (reflected in the state schooling strategy and DDSW Charter of Expectations) to evidence based school improvement practices, through the development of lead models.

7. Research Base: Sharrat and Fullan (2011)
All data sets have limitations and learning requires insight.
Lai and Schildkamp (2013)
Highlight the alignment between time, context, and skills to use data, student achievement improves.
Faria, Heppen, et al. (2012)
Highlight how school-level supports for data use directly align to higher student achievement.
Why is this happening Sharrat and Fullan (2011) All data sets have limitations and learning requires insight, analysis so that data is used as a tool not a judgement.
Lai and Schildkamp (2013) highlight a bevy of research that demonstrates that when teachers are given time, context, and skills to use data, student achievement improves.
Faria, Heppen, et al. (2012) demonstrate that in urban schools school-level supports for data use, such as data infrastructure, time to review and discuss data, professional development, and staff capacity, directly related to higher student achievement.

8. Why is Data collection important to teaching and learning?

9. Individually: List 3 ways you collect evidence that inform your teaching and learning.
Intent: activate prior knowledge and collect staff assumptions of data use.
Data analysis can provide a snapshot of what students know, what they should know, and what can be done to meet their academic needs. With appropriate analysis and interpretation of data, educators can make informed decisions that positively affect student outcomes.

10. With your elbow partner: How do you use this evidence to inform your teaching and learning?
Intent: capture staffs processes for using data effectively.

11. Data Survey Results:
Question 1: How do you decide what you will cover (the content) with your students?
68% of teachers only use curriculum documents.
16% of teachers use data with curriculum documents.

12. Data Survey Results:
Question 2: How are you currently collecting data?
90% of teachers identified informal formative tools
e.g. observations.
2% of teachers identified external standardised or whole school diagnostic tools e.g. NAPLAN, PAT.

13. Data Survey Results:
Question 3: How do you use the data to inform your teaching and learning?
Grouping students was the most popular response. However, 67% of those respondents could not identify the targeted teaching requirements within each group.

14. Purposeful Use of Data Model
Leach, T., Abawi, L. (2015). Developing distributed pedagogical leadership capability: approaches, findings and possibilities. Unpublished manuscript.

16. Purposeful Use of Data Processes:
Identifying and reflecting on the range of evidence collected to ensure alignment to teaching and learning.
Selecting purposeful pedagogies aligned to student learning.
Turning numbers into teaching and learning language. .
Selecting short term data tools to identify the learning that has occurred...

17. Developing shared metalanguage:
This activity is design to mobilise and value existing knowledge. Illuminate various perspectives in a non threatening way.
These are designed to be replicated in your schools.

18. Creating a holistic picture of student learning:

19. Shifting the spotlight from teaching to learning:
Ken
Intro and Welcome:
Why
provided a framework for supporting teachers in developing shared ownership and commitment to professional practice to improve student outcomes
How
Intent is to develop shared understandings and implement a consistent feedback model for fostering reflective practice
What
Explore and unpack the 16 elements (using reflective practice activities that can be used with whole staff) within our school DOL framework to inform look fors (observable characteristics) that will be used to frame feedback conversations
Unpacking a lead model for feedback
Practicing giving feedback
Unpacking support resources

20. Mobilising your Data Knowledge:

21. Turning numbers into teaching and learning language:

22. Putting Faces on the Data:
Place students names in each band

23. Identify targeted teaching areas:
Step 1: Isolate separate bands of students.
Step 2: Scan the criteria to identify areas for interrogation.
Step 3: Write two of these under the students’ names on the NAPLAN typical teaching tips sheet.

24. Identify targeted teaching areas:
Step 1: In the NAPLAN writing rubric locate the criteria and group score
Step 2: Identify the knowledge and skills within the achieved score and compare this to the next score .
Step 3: Isolate the key aspects student need to learn.
Step 4: Write the targeted areas in the dot points under the bands’ typical teaching areas, taking into consideration pedagogical impacts.

25. Verify targeted teaching areas:
Step 1: Review and group student samples.
Step 2: Identify the knowledge and skills demonstrated using the Naplan marking guide.
Step 3: Adjust targeted teaching areas.

27. Looking back, Looking forward:
Reflect upon how the purposeful use of data enhances teaching and learning.

28. A Cluster Perspective

29. MacWay to writing success:
An Action-Research Partnership Project
for the MacIntyre Cluster
2014
Key questions – What will we do that addresses our writing data? Will what we choose work?
Position as action-research project as part of our regional way of working under the 3 pillars
6 schools involved, ranging from 5 teaching principal schools, to a large primary school and a high school

30. Project overview:
Why
The combined cluster NAPLAN data indicated that writing was one of the top three areas of need.

31. Project overview:
How
Established a common writing approach and process for participating teachers, to support their pedagogy and understanding of the writing process.

32. Project overview: What
Provided Professional Development to build knowledge
Purchased support resources to support implementation
Developed a specific approach and process to ensure the consistency and validity of the project and resulting data
Implemented an Observation and feedback cycle
Created a PLC for participant discussion, reflection and sharing

33. The cluster responded proactively to their data
They started with a broad set of data to identify a common need
Opened up collaborative discussions around ways of working which were non-threatening
provided a framework for supporting teachers in developing shared ownership and commitment to professional practice to improve student outcomes
Intent is to develop shared understandings and implement a consistent feedback model for fostering reflective practice
Built shared understandings
Built teachers’ capacity around writing
Learning needs of teachers & students which helped switch the focus from teaching to learning

34. Final Data – Prep-Year 2:
A consistent approach enabled valid, reliable and credible data, which could then be used to inform future actions

35. Final Data – Year 3-7:

36. Positives: Better student engagement
Increased enthusiasm and confidence towards writing
Applicability across multiple ability levels and year levels
Structured, well planned approach that was easy to implement and understand
Enriched student writing skills and techniques
Improved academic results

37. Polishers:
Program is more beneficial within high school context, when a cross-curricula, school wide approach is implemented
Evidence-based decisions
Incorporate purposeful use of data into current curriculum and not as a stand alone process
Refine program for the P-2 students

38. Recommendations:
Use project findings to engage in improved data literacy for teachers
Adopt this program across all MacIntyre cluster schools
Implement the project’s evidence-based approach and research-based process, to familiarise new teachers and students
Produce a cluster proofreading and editing approach to support the writing cycle
Purpose of project was to take Seven Steps to Writing Success as a cluster approach to the teaching to make what would you now recommend to ensure this will happen. Eg every teacher must have resources/pd, approach, common proofread and editing BIG PICTURE RECOMMENDATIONS!!! CLUSTER NOT INDIVIDUAL SCHOOL
Data was the vehicle for developing consistent pedagogical approaches

39. Looking back:
Data used was qualitative and quantitative; Naplan identified the area to start, however data collected as part of the action research project helped us reflect and guide next steps
Deepened knowledge – started with the rubric, then teaching tips=reflective conversations
Tapping in to where teachers are starting not linear
Mention Bernie’s project and how they are starting by using the writing tool to respond to Naplan data across a year level cohort
Intro and Welcome:
Why
provided a framework for supporting teachers in developing shared ownership and commitment to professional practice to improve student outcomes
How
Intent is to develop shared understandings and implement a consistent feedback model for fostering reflective practice
What
Explore and unpack the 16 elements (using reflective practice activities that can be used with whole staff) within our school DOL framework to inform look fors (observable characteristics) that will be used to frame feedback conversations
Unpacking a lead model for feedback
Practicing giving feedback
Unpacking support resources

40. Looking forward:
Build teacher capacity around data analysis and the purposeful use of data available
Implement the program across the MacIntyre cluster as the “MacWay Approach”
Investigate specific PD for our P-2 teachers
From the cluster meeting based on the positives and polishers from the teachers involved
A braided approach = sustainable change

41. A School Perspective

42. Ken
Intro and Welcome:
Why
provided a framework for supporting teachers in developing shared ownership and commitment to professional practice to improve student outcomes
How
Intent is to develop shared understandings and implement a consistent feedback model for fostering reflective practice
What
Explore and unpack the 16 elements (using reflective practice activities that can be used with whole staff) within our school DOL framework to inform look fors (observable characteristics) that will be used to frame feedback conversations
Unpacking a lead model for feedback
Practicing giving feedback
Unpacking support resources

43. Data Analysis:
Collect… NAPLAN Results – Yr 5 Writing Interrogate ...

44. Data Analysis:
Relative Gain Data

45. Data Analysis:
Year Year

46. Data Analysis:
Infer…
As many of the students were ‘failing to thrive’ in writing, from mid Year 3 to mid Year 5, we needed to focus on our Year 4 cohort.

47. Data Analysis:
Data Analysis #2
Interrogate…

48. Data Analysis: Infer… 4 focus areas for improvement were identified:
Text Structure
Sentence Structure
Punctuation
Vocabulary
Infer…

49. Data Analysis:
Verify…
Collect and mark a
writing sample

50. Responding to the Data:
Conduct an intensive teaching project with the Year 4s over an 8 week period.
Plan…

51. Reflective Questions:
Responding to the Data:
Reflective Questions:
What will we do?
Do we have all we require?
How will we know when the children are learning?
Plan…

52. Responding to Data:
“Three Pillars” form a central focus of our work within the Darling Downs South West Region:
Purposeful use of Data
Strong Curriculum and Pedagogy
Coaching and Feedback

53. What will we do? Strong Curriculum and Pedagogy
Responding to Data:
What will we do? Strong Curriculum and Pedagogy
Implement…

54. Responding to Data: Implement… Do we have everything we need?
Coaching and Feedback
underpinned by
Strong and supportive leadership
Implement…

55. Responding to Data: Assess…
How will we know when the children are learning? Purposeful Use of Data
Assess…

56. Responding to Data:

57. Responding to Data:

58. Looking back, Looking forward:
Reflections for whole school and classroom responses

59. Transforming your Pedagogy through the Purposeful Use of Data
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