4.

4 Analysis and Use of Data

Rounded Average: 4/6

We still have a lot of work to do in supporting teachers to use this data to improve student
4 outcomes.
knowing where our students are at and where they need to move to...Staff examples of how
5 to collect and analyse data. Examples of successful strategies from other similar schools.
Do staff really understand what the data means and how to use it effectively to improve the
4 outcomes for students? Work in this area would be beneficial.
Continue to use the varied practices in our school in order to maximise student learning
5 outcomes
6 Classroom behaviour is a problem? More support from Parents need to be considered?
I don't know how, without piling more work on teachers, but I think lots of students would
benefit more from targeted discussion with and support from teachers in the appropriate
3 direction for their learning to follow both their interests and logical and broad career options.
Bring back subject teacher interviews and get rid of a couple of TA interviews. As a TA I really
3 can not give specific feedback as to how a student is going on particular subjects.
Improve specificity of curriculum documentation. Improve course design, scope and sequence
needs evaluation and review, pedagogical improvement through PLCs, resourcing teaching
2 staff better.
4 Keep providing adequate feedback to all members of the school community
Do not base all decisions on data-I it can be manipulated so always combine it with
observations and experience of relationships and acute discussion with the participants
3 involved.
4 More opportunities to utilise the data for development.
4 Continue to develop curriculum , develop teacher skill through PD
Continue to examine data and have more robust discussions about subject selection/ future
5 pathways.
Provide opportunities to discuss ways in which learning can be transferred across the year
4 levels curriculum ( think I provided my answer for this in 4.1 response sorry)
It is important for staff to use the data with an understanding of the context in which it is
taken in some cases and
4 this could be explained to staff in further detail (with relation to some of the testing)
I wonder if we challenge the 'top end' of our students. In such mixed intellectual groups it is a
4 challenging thing to do to support all learning abilities.
6 As we offer so much, hard to tell what exactly is working?
I think we need to continue to develop our practices. Continue to highlight the good that we
5 are doing. Be explicit in how we are doing it.
Continue pushing minimum expectations surrounding homework. Perhaps rebranding as
"Home Learning" to emphasise to students that this is intended to be beneficial to them!
5 More external speakers for study skills and growth mindset.
As a College, let's identify an 'optimal' number of key targeted initiatives that we track,
monitor and report feedback on as we address student learning outcomes across a sustained
5 measurement period.
5 Continue to compare data from year to year
4 Data of students going up the levels without actually passing
 Opportunity to look at the data and then relate it to the study design and the exam content.
Maybe that can happen in the upcoming holidays, but that's very late in the new teaching
4 year! Seeking ongoing improvement on my own part here.
Can we adapt the content of some subjects, to allow for more holistic learning? I.e. consider
writing/reading workshops for half the year- to target those areas of need, and then analytical
and text responses once per year (formally)? Tricky to do as we are always encouraged to
5 mimic senior school, to create a culture of learning, etc.
More time is needed in order for us to look at data, implement it effectively within the
3 curriculum.
5 At the moment I am unable to comment.
5 Continue with the awards systems making use of data that is at hand.
Understand better how we can create assessment that is informative not simply for the unit,
but for building the skills year-on-year for success. This requires backward planning, again, not
simply for the unit, but for the whole school.
There are tools available for this for example, calculating effect sizes of particular practice
with the school (https://www.visiblelearningplus.com/groups/progress-vs-achievement-tool),
by using self-assessment tools for leadership over a period of time to calculate growth
(http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool), and creating whole-
school curricula maps to create sequences of learning for the type of student we want to
develop by the end of their six years at Damascus
(http://curriculumplanning.vcaa.vic.edu.au/global/examples)
There are simple ways that we can do this, but it needs time, focus, and an acceptance that
2 student growth is our core business.
5 It would be good to test Year 8 students.
4 .
Ensure data samples are truly representative and accurate.
Further explore data collection in all areas so more specifics can be addressed and data is less
5 interpretive.
5 .
4