The Georges River College Professional Learning Team agreed that an appropriate theme for our combined college staff development day would be “using data to inform practice”.
All GRC teaching staff were surveyed about 4 main data themes:
- Data literacy
- Data analysis
- Data use in teaching and
- Data use in planning
The professional learning was developed to meet the learning needs of staff identified in the survey and our college plan initiatives. Educational research including “What Works Best” and the School Excellence Framework were important points of reference. The Principals agreed that the focus would be on internal data as it was identified as an area of greater need.
Dr Selena Fisk, former teacher and author of “Using and Analysing Data in Australian Schools: Why, How and What”, “Leading Data Informed Change in Schools” and “I'm Not a Numbers Person: How to Make Good Decisions in a Data-rich World” was engaged to deliver the keynote, workshops and be a critical friend for KLA groups.
Selena’s keynotes focused on Data Literacy and Data Storytelling. GRC staff identified many key takeaways from Selena’s presentations including:
- It is important to triangulate the collection of data to interpret student progress.
- That data exists in multiple aspects of our profession and we should draw on at least three types before making informed decisions.
- The important distinction between data-driven and data-informed practice.
- The triangulation of data can paint a more rounded picture of the individual student.
- The need to be proactive rather than reactive with data if it is to be used meaningfully.
- The strategies that will enable me to fine tune my data and how best to refine how this data is disseminated to students in meaningful way.
- The data itself is only as important as the story it allows you to tell.
- How data is so fluid in the way it can be utilised.
- Reinforced the types of pedagogical responses used as being effective in gaining further insight to support student achievement of learning outcomes.
- Data on its own is not helpful unless it is used to paint a picture of the student as a learner
- How to lead positive change among our students and get them engaged in their learning process so as to identify their strengths and area of improvement and get involved in the learning journey.
Six workshops were offered to staff to select learning that was appropriate to their interests and needs:
- Developing a Data Inventory (facilitated by Glenn Hidson)
- Using Data with Confidence (facilitated by Tania Kirkland)
- Data Informed Learners (facilitated by Dr Selena Fisk)
- Data Interpretation using Attendance and Wellbeing Sentral Entries (facilitated by Deb Vlachos and Mark Dungey)
- A Data Learning Journey (facilitated by Scott Gerrard and Jason Wong)
- Data Literacy to Improve Teaching Practice (facilitated by Rachelle Pirie)
A further workshop specifically for College Senior Executive was facilitated by Selena. “Leading Data Informed Change” provided Principals and Deputy Principals with the opportunity to reflect on what successful schools do to authentically incorporate time and data conversations into staff practice.
College Key Learning Area Coordinators led their faculty teams to develop a data action plan for one of their KLA goals. Next steps were developed and staff will action and then feed back to each other at the college team meetings in Term 4.
We have developed plans to ensure that staff continue their engagement with data and develop greater confidence in its use for teaching, learning and leading at GRC.
