Analysis

22 Jul

In my NAPP inquiry this year we have been tracking the process of the Maori and OPI learners at the College. We have taken steps from Ka Hikitia – Managing for Success

  •  Hei Whakaaro: Thinking: What is the strategy about?
  •  Tutukia: Explore & investigate the evidence (that is the data)
  •  Mōhiotanga:  Understanding and connecting
  •  Whakamahi: Putting it into practice

Best practice in professional learning suggests evidence based data and not anecdotal is successful in improvement and measuring impact. Data from different sources can be used to determine the content of teachers’ professional learning and to design and monitor the impact of professional learning programs.

I am finding and research suggests evidence of hard data, rather than anecdotes, that is collected regularly is more useful. Student journals, for example, can be analysed to identify areas where students are struggling or how students are progressing from one month to another.

Data can be used to measure and improve the impact of professional learning. Formative evaluations allow teachers to make mid-program refinements and corrections, while summative evaluations measure the effectiveness of professional learning activities and their impact on teacher practice, knowledge and student learning

Data should be seen as complementary to the relationship between student and teacher.  At its very heart, learning is a relational process and quality learning depends on the strength and depth of the relationship since it involves building trust based on mutual respect.  How do you measure these sorts of domains?  How do you report on these?  If we only rely on quantitative data, we are doing a grave disservice to the learning and teaching process.

I believe data gives us the best indicator of where students are struggling; it will never replace the responsibility of teachers in asking why and how based on the mutual respect. Our focus as a SLT has been to help the entire community understand data so they can challenge their own learning communities to ask why and how.

Professional Reading

Teaching as Inquiry Responding to Learners

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