Leading Learning and Teaching Making Effective Use of

Leading Learning and Teaching: Making Effective Use of Data for Improvement Paddy Maguire Harnessing technology in the service of education C 2 k Service Delivery Manager

Appreciate the scope and possibilities of data in your school Measure how effectively it is used Data for Improvement Identify development priorities where data could have greater impact Plan and implement for this improvement

Climate for Learning Understanding Pupils and the School Context Data for Improvement Management of Resources Supporting School Strategy

95 ? % of leaders (in England) did not understand how data could be used for school improvement?

Level of Usage?

Pupil Progress Level of MIS capability 1. Individual student’s prior attainment is stored electronically and is available for teachers 2. It is possible to produce reports which, based on prior attainment, identify likely future levels of attainment 3. Targets are set for individual students, and systems are in place to monitor and report progress towards targets 4. MIS data is used to identify exceptional attainment and achievement for individuals and groups 5. Parents and students access performance data online. Assessment data informs collaboration to develop personalised learning agendas and development of a pupil progress file 6. The effectiveness of links between assessment and preferred learning styles leads to maximised learning and progress Exemplar

Pupil Progress Level of MIS capability Exemplar 1. Individual student’s prior attainment is stored electronically and is available for teachers 2. It is possible to produce reports which, based on prior attainment, identify likely future levels of attainment 3. Targets are set for individual students, and systems are in place to monitor and report progress towards targets 4. MIS data is used to identify exceptional attainment and achievement for individuals and groups 5. Parents and students access performance data online. Assessment data informs collaboration to develop personalised learning agendas and development of a pupil progress file 6. The effectiveness of links between assessment and preferred learning styles leads to maximised learning and progress

Pupil Progress Level of MIS capability Exemplar 1. Individual student’s prior attainment is stored electronically and is available for teachers 2. It is possible to produce reports which, based on prior attainment, identify likely future levels of attainment 3. Targets are set for individual students, and systems are in place to monitor and report progress towards targets 4. MIS data is used to identify exceptional attainment and achievement for individuals and groups 5. Parents and students access performance data online. Assessment data informs collaboration to develop personalised learning agendas and development of a pupil progress file 6. The effectiveness of links between assessment and preferred learning styles leads to maximised learning and progress

Pupil Progress Level of MIS capability Exemplar 1. Individual student’s prior attainment is stored electronically and is available for teachers 2. It is possible to produce reports which, based on prior attainment, identify likely future levels of attainment 3. Targets are set for individual students, and systems are in place to monitor and report progress towards targets 4. MIS data is used to identify exceptional attainment and achievement for individuals and groups 5. Parents and students access performance data online. Assessment data informs collaboration to develop personalised learning agendas and development of a pupil progress file 6. The effectiveness of links between assessment and preferred learning styles leads to maximised learning and progress

School Self-review Level of MIS capability 1. Data on KS testing and GCSE grades can be retrieved in order to check on school effectiveness 2. Senior managers regularly review data on student performance. The MIS can directly produce a range of detailed and relevant reports for external bodies 3. Middle-level leaders and managers use evidence from the MIS relating to assessments, attendance and so on, to evaluate the performance of, and set targets for their team 4. The MIS is sufficiently data-rich to facilitate analysis in pursuit of issues arising from self-review 5. The self-review process includes input from a number of constituencies; via technology, for example web-based surveys to collect, collate and evaluate data 6. There is a systematic approach to evaluating data and measuring performance against target, allowing regular review activity and value for money assessment Exemplar

MIS Capability 1. Data on KS testing and GCSE grades can be retrieved in order to check on school effectiveness 2. Senior managers regularly review data on student performance. The MIS can directly produce a range of detailed and relevant reports for external bodies 3. Middle-level leaders and managers use evidence from the MIS relating to assessments, attendance etc. , to evaluate the performance of, and set targets for their team 4. The MIS is sufficiently data-rich to facilitate analysis in pursuit of issues arising from self-review 5. The self-review process includes input from a number of constituencies 6. There is a systematic approach to evaluating data and measuring performance against target, allowing regular review activity and value for money assessment

School Self-review Level of MIS capability Exemplar 1. Data on KS testing and GCSE grades can be retrieved in order to check on school effectiveness 2. Senior managers regularly review data on student performance. The MIS can directly produce a range of detailed and relevant reports for external bodies 3. Middle-level leaders and managers use evidence from the MIS relating to assessments, attendance and so on, to evaluate the performance of, and set targets for their team 4. The MIS is sufficiently data-rich to facilitate analysis in pursuit of issues arising from self-review 5. The self-review process includes input from a number of constituencies; via technology, for example web-based surveys to collect, collate and evaluate data Results are discussed annually with subject team leaders 6. There is a systematic approach to evaluating data and measuring performance against target, allowing regular review activity and value for money assessment For short inspections it is possible to rapidly produce a fully evidence-based, up-to-date overview of the school’s strengths and weaknesses Data helps senior managers to understand how to address issues, such as poor performance and plans to improve this Subject leaders can access electronic assessment data in an appropriate format which enables them to review Links between, for example. girls’ underperformance and attendance year on year, can be investigated Parents’ perceptions of the school are available and are one of the data sets used to inform selfreview

School Self-review Level of MIS capability Exemplar 1. Data on KS testing and GCSE grades can be retrieved in order to check on school effectiveness 2. Senior managers regularly review data on student performance. The MIS can directly produce a range of detailed and relevant reports for external bodies 3. Middle-level leaders and managers use evidence from the MIS relating to assessments, attendance and so on, to evaluate the performance of, and set targets for their team 4. The MIS is sufficiently data-rich to facilitate analysis in pursuit of issues arising from self-review 5. The self-review process includes input from a number of constituencies; via technology, for example web-based surveys to collect, collate and evaluate data Knowledge 6. There is a systematic approach to evaluating data and measuring performance against target, allowing regular review activity and value for money assessment Evaluation Comprehension Application Analysis Synthesis Benjamin Bloom 1913 -1999

Bloom’s Taxonomy applied to MIS Level 1: An Electronic Filing Cabinet Data is stored and retrieved with little or no interpretation. . Level 2: Reactive Query System Data is organised to allow direct questions to be answered. Level 3: Proactive Query System Data can be accessed to pursue specific lines of enquiry. Level 4: Drill-Down Query System Data can be interrogated to the required level to spot patterns and trends. Level 5: Whole-School Information System Separate areas of data are brought together to provide whole-school information. Level 6: Evaluation/Strategy System Information is evaluated within the context of a clear data strategy

Data for School Improvement www. dataforimprovement. co. uk

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Self Evaluation in Post Primary Schools How to produce this report In SIMS. net • Select Reports | Run Report • Open Focus | Student and double-click on the report Free Meals – Totals by Year Group • Ensure that Eligible for Free Meals is set to True • Complete the following parameters to print the report for the whole school

Workshop? (SMT? ) 1. Select one area e. g. Understanding Pupils 2. Each member of Group works independently – decides, for each process, level where school is. 3. Group comes together – agreement? 4. Levels are recorded on Improve i. e. online 5. Report is printed from Improve 6. Next Level to be Achieved is considered and necessary actions, etc, agreed (Development Plan? )