www.minedu.govt.nz © new zealand ministry of education 2009 - copying restricted to use by new...

www.minedu.govt.nz

© New Zealand Ministry of Education 2009 - copying restricted to use by New Zealand education sector.

Consider the EvidenceEvidence-driven decision making

for secondary schools

A resource to assist schools to review their use of data and other evidence

4

Evidence-driven Strategic Planning

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Consider the Evidence

A resource to assist schools to review their use of data and other evidence

What is meant by ‘data and other evidence’?

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Evidence

Any facts, circumstances or perceptions that can be used as an input for an analysis or decision•how classes are compiled, how classes are allocated to teachers, test results, teachers’ observations, attendance data, portfolios of work, student opinions …Data are one form of evidence

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Data

Known facts or measurements, probably expressed in some systematic or symbolic way (eg as numbers)•assessment results, gender, attendance, ethnicity …Data are one form of evidence

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What evidence does a school have?

• Student achievement• Perceptions• School processes• Other practice• Demographics

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Demographics

Data that provides a profile of our school •School - decile, roll size, urban/rural, single sex or co-educational, teaching spaces …•Students - ethnicity, gender, age, year level, attendance, lateness, suspension and other disciplinary data, previous school, part-time employment …•Staff - gender, age, years of experience, qualifications, teaching areas, involvement in national curriculum and assessment, turnover rate …•Parents/caregivers and community - socio-economic factors, breadth of school catchment, occupations …

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Student achievement

Evidence about student achievement•National assessment results - NCEA, NZ Scholarship - details like credits above and below year levels, breadth of subjects entered…•Standardised assessment results administered internally - PAT, asTTle…•Other in-school assessments - most non-standardised but some, especially within departments, will be consistent across classes - includes data from previous schools, primary/intermediate•Student work - work completion rates, internal assessment completion patterns, exercise books, notes, drafts of material - these can provide useful supplementary evidence

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Perceptions

Evidence about what students, staff, parents and the community think about the school •Self appraisal - student perceptions of their own abilities, potential, achievements, attitudes …•Formal and informal observations made by teachers - peer interactions, behaviour, attitudes, engagement, student-teacher relationships, learning styles, classroom dynamics …•Structured interactions - records from student interviews, parent interviews, staff conferences on students …•Externally generated reports - from ERO and NZQA (these contain data but also perceptions) …•Student voice - student surveys, student council submissions …•Other informal sources – views about the school environment, staff and student morale, Board perceptions, conversations among teachers …

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School processes

Evidence about how our school is organised and operates •School processes - evidence and data about how your school is organised and operates, including:•Timetable –structure, period length, placement of breaks, subjects offered, student choices, tertiary and workforce factors, etc•Classes - how they are compiled, their characteristics, effect of timetable choices, etc•Resources - access to libraries, text books, ICT, special equipment, etc•Finance - how the school budget is allocated, how funds are used within departments, expenditure on professional development•Staffing - policies and procedures for employing staff, allocating responsibility, special roles, workload, subjects and classes

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Other Practice

How we can find out about what has worked in other schools?•Documented research – university and other publications, Ministry of Education’s Best Evidence Syntheses, NZCER, NZARE, overseas equivalents …•Experiences of other schools – informal contacts, local clusters, advisory services, TKI LeadSpace …

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Evidence-driven strategic planning

If we use evidence-driven decision making to improve student achievement and enhance teaching practice …… it follows that strategic planning across the school should also be evidence-driven.

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Evidence-driven strategic planning

.INDICATORS FROM DATA

asTTle scores show a high proportion of Year 9 achieving below curriculum level

NCEA results show high non- achievement in transactional writing

Poor results in other language NCEA standards

etc.

STRATEGIC GOAL

To raise the levels of writing across the school

Strategic action

Develop a writing development plan which addresses writing across subjects and levels , including targets, professional development and other resourcing needs

etc.

ANNUAL PLAN

Develop and implement a plan to raise levels of Writing at year 9

Development plan to be based on an analysis of all available data and to include a range of shared strategies

etc.

YEAR TARGET

Raise writing asTTle results year 9 boys from 3B to 3A

etc.

Appraisal

P D

Self review

School charter

EVALUATION DATA

asTTle writing results improve by …

Perception data from Yr 9 staff indicates …

Evaluation of effectiveness of range of shared strategies, barriers and enablers …

etc

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What now?

How can we apply this approach in our school?

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Documents

new zealand education

use of data

perceptions evidence

form of evidence

student achievement

attendance data

ethnicity data

demographics data