From the Assistant Principal Systems, Data and Professional Learning
This week I would like to briefly discuss three ways teachers use data/information to plan the learning in their classrooms.
If you have any questions or would like any additional information regarding the details below please contact me via email pfinnerty@parra.catholic.edu.au
- Data Walls Years 7-10
Every student in Years 7-10 has a dedicated online page that outlines the students’ attendance, NAPLAN results, PATR/PATM results (Progressive Assessment Tests in Reading and Mathematics), and A to E grades for each subject (since Year 7 and in many cases from primary too). This information is an excellent resource for teachers as it allows us to collectively monitor the growth of every learner using a lens that is not subject-specific.
- Analysing HSC Results
After we receive the HSC results each year, teachers work with their Leaders of Learning to measure the learning gain for every student. This is not a case of simply looking at the student’s mark compared to the state/class. It involves analysing student responses to each question in the actual HSC Paper and reflecting on the techniques used to teach these concepts. This allows teachers to continually refine their strategies and the suitability of each method when meeting the needs of a diverse learning community.
- Formative Assessment in every classroom
Teachers are regularly asking their students to complete a range of formative assessments in class. Formative assessment is often referred to as “Assessment For Learning” and is a crucial part of the learning process. This type of assessment provides valuable feedback to the teacher which is used to modify future learning activities to improve student understanding and skills. It’s simply a way for teachers to check if their strategies are having an impact on student learning.
And lastly, just something to think about …
Margaret J. Wheatley, in her book, Turning to One Another: Simple Conversations to Restore Hope to the Future, describes some principles and behaviours which we should practise if our conversation is going to connect us to others at a deeper level:
- We acknowledge one another as equals
- We try to stay curious about each other
- We recognise that we need each other’s help to become better listeners
- We slow down so we have time to think and reflect
- We remember that conversation is the natural way humans think together
- We expect it to be messy at times
Patrick Finnerty
Assistant Principal Systems, Data and Professional Learning