Scots

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Scots Vision
The Dilemma compliance demands ..educationally
sound reporting..
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Brave Hearts, Bold Minds
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TSC Profile

• Presbyterian GPS Boys school
• 1650 students T 12
• Approx 25 of the Senior School are Boarders
• 4 Campuses
• Senior School (Yrs 5 12) Victoria Rd,
  Bellevue Hill
• Preparatory School (Yrs 2 4) Mansion Rd,
  Bellevue Hill
• Early Learning Centre (T, K 1) Mansion Rd,
  Bellevue Hill
• Glengarry (Year 9 Outdoor Campus) Kangaroo
  Valley

Brave Hearts, Bold Minds
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Scoogle Scots google

• Knowledge of the Individual
• Tracking student performance from T - 12

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Class Administrator the basis for information
flow
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Daily Feedback to parents
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Attendance Late / Absent period by period
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Homework Merits / Demerits
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Behavioural Flags Positive / Improvement /
Leadership / Citizenship
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Negative behaviours Intervention to date
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Email alerts sent daily to students, parents and
tutors
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Information flow / drill downs available for
teachers
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Reminders re upcoming assessment tasks (3 weeks
out)
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Data readily analysed by group / time period
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Data readily analysed by group / time period
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Individual Records positive and negative flags
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The balance always more to the positives
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Term One snapshot significant intervention
followed
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Scoogle 24 / 7 Parent Access
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The menu available to our parents via their own
PIN
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Timetable with direct access to teacher email
addresses
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Individualised Assessment Calendars
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Marked Task notifications
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Detention Records
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Contact List for relevant staff access to full
year level contact details
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Notebook computer issues brought to Help Desk
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Comprehensive information at ones fingertips
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Interview Sheet One access point for all data
gathered
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Student performance / cohort mean direct
access to the full markbook
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Full mark book with individual students results
highlighted
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Standardised test data aptitude performance
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Student profile notes
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Adding a new record - all contacts with parents
logged
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Default settings speed data entry
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Range of different alert levels and access
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Real-time Reporting
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Federal / State Reporting Requirements

• The Schools Assistance (Learning Together
  Achievement Through Choice
• and Opportunity) Act 2004 The Schools
  Assistance (Learning Together Achievement
  Through Choice and Opportunity) Regulations 2005
• .written information that clearly shows your
  childs achievement in the subjects studied in
  comparison to that of other children in the
  childs peer group at the school. This
  information will show you which 25 of his peer
  group your child is performing
• ..that shows the number of students achieving
  grades A to E as complying with the comparative
  reporting requirements of the Regulations
• The regulations also required at least two
  reports per year, written in plain English,
  providing accurate and objective assessment of
  progress and achievements.

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Task reports are published as soon as marks are
available
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Cohort, general and specific feedback
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Marking guidelines archived for future reference
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Tracking tools for the DOS / Stage Co-ordinator
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Single handling of data
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Mark book set up can be cloned (and edited) from
one academic year to the next
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Assessment Grid components and outcomes to be
addressed
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Task builder linking questions to outcomes
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Inserting Marking Guidelines
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The weighting attributed to each sub-score for
annual cumulative reports can be controlled
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Cut scores for each outcome grade can be
adjusted by the HOD
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Review tools for HODs
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Final cumulative Annual Report
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The Challenges moving forward
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2008 students in top 3 (of 6) bands compared to
the 2007 s in the top 2(of 4) or 2 of 5/6 bands
Mean Values for NSW Schools Mean Values for NSW Schools Mean Values for NSW Schools Mean Values for NSW Schools Mean Values for NSW Schools
2007 Basic Skills / ELLA 2008 Naplan Literacy 2007 SNAP 2008 Naplan Numeracy
Yr 3 77 76 72 67
Yr 5 81 63 79 52
Yr 7 84 56 62 58
Yr 9 n/a 48 n/a 53
School Performance Reporting
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What factors will determine like schools?

• Schools need to be active in the development of
  a set of measurable indicators of school
  effectiveness (Shaw, 2009)
• LSAY data shows a causal link between schools
  achievement environment (climate) and tertiary
  entrance performance and, further, significant
  differences between school sectors in student
  achievement growth (Shaw, 2009)
• PISA, TIMSS and PIRLS research programmes provide
  potential models for school climate measures.

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If we were to really concentrate on making a
difference.John Hattie would argue

• We should be asking where the major sources of
  variance in students achievement lie, and
  concentrate on enhancing these sources of
  variance to truly make the difference.
• .. the greatest source of variance that can make
  the difference is the teacher..
• Teacher feedback that is corrective, timely,
  specific to a clear criterion, and which involves
  students (is) the single most effective practice
  that improves student learning.
• Reference Teachers Make a Difference. What is
  the research evidence?
• Australian Council for Educational Research,
  October 2003

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Influence Effect Size Source
Feedback (Instructional assessment) 1.13 Teacher
Students prior cognitive ability 1.04 Student
Instructional quality 1.00 Teacher
Direct Instruction 0.82 Teacher
Remedial feedback 0.65 Teacher
Students disposition to learn 0.61 Student
Class environment 0.56 Teacher
Challenge of goals 0.52 Teacher
Peer tutoring 0.50 Teacher
Mastery learning 0.50 Teacher
Parent Involvement 0.46 Home
Homework 0.43 Teacher
Teacher style 0.42 Teacher
Questioning 0.42 Teacher
John Hatties meta-analysis of 7,827 studies on
learning and instruction
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Assessment for Learning

• Assessment for learning the process of seeking
  and interpreting evidence for use by learners and
  their teachers to decide where the learners are
  at in their learning, where they need to go and
  how best to get there.
• Assessment as learning differentiates the
  teachers role in AFL with Assessment as
  learning, focusing on the role for the student
• Assessment of learning (summative) assessment of
  what the student has learned

Tracking the evidence of student performance
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Comment only marking / the need for
accountability to our community / government

• Butler (1988), Black and Wiliam (1998) in Glasson
  2009
• feedback is likely to be less effective in
  situations where students are provided with
  grades.
• Butlers research showed that
  students provided with comment
  only feedback actually performed better than
  
• students provided with grades only or
  with grades plus comments

The tensions..
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What should we celebrate ? Dweck has shown
that an individuals implicit view of
Intelligence impacts on behaviour.
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• Students with an "entity" theory view their own
  intelligence as an unchangeable characteristic.
• Those with an "incremental" theory believe that
  their intelligence is malleable and can be
  increased through effort.
• Dweck has demonstrated empirically that
• students who hold an entity theory of
  intelligence are less likely to attempt
  challenging tasks and are at risk of academic
  underachievement
• praising students for their intelligence has the
  potential to limit their intellectual growth

Dwecks Theories of Intelligence
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The Brain that Changes Itself Norman Doidge

• The use it or lose it principle
• The competitive nature of plasticity if we stop
  using our mental skills, we do not just forget
  them the brain map space for those skills is
  turned over to the skills we practice
  individual neurons become more efficient and
  selective with training
• Competitive plasticity also explains why our bad
  habits are so difficult to unlearn

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National Curriculum the Capabilities

• General Capabilities embedded in all curricula
• Literacy
• Numeracy
• ICT
• Thinking Skills
• Creativity
• General capabilities related more naturally to
  specific disciplines
• Self Management
• Teamwork
• Intercultural understanding
• Ethical behaviour
• Social competence

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Gardners Five Minds

• The Disciplined Mind Ways of thinking
  associated with the major scholarly disciplines
• The Synthesising Mind Selecting crucial
  information from copious amounts arraying this
  in ways that make sense
• The Creating Mind Going beyond existing
  knowledge and syntheses to pose new questions,
  offer new solutions
• The Respectful Mind Responding sympathetically
  and constructively to differences between
  individuals and groups
• The Ethical Mind Abstracting crucial features
  of ones role as a citizen and acting
  consistently with those conceptualizations,
  striving towards good work and good citizenship

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• Rather than the what needs to be taught and the
  how we will teach it
• Teachers need to begin with a consideration of
  the students who are in front of us
• analysing their needs, capabilities, gifts and
  talents
• considering what they have they done in the
  past, what they already understand and how their
  worldview has been shaped

Personalising Learning
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Can we develop a broader approach to measures of
school effectiveness

• School Climate
• Assessment for rather than the of Learning
• - using data effectively to diagnose student
  needs,
• - providing quality (comment based) feedback,
• - genuinely recognising and celebrating
  effort rather than simply achievement

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Performance indicators for students

• DEEWAR APC Surveys
• - the disconnect between what parents want and
  the measureable school outcomes (Shaw)
• Employers - Interpersonal Skills Behavioural
  Attributes rather than the technical skills
  (Silver)
• The skill set for the 21st Century
• - Will the general capabilities reflect this?

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Portfolio based assessment

• Provides the opportunity for authentic, student
  centred assessment (including outcomes that are
  otherwise difficult to assess)
• Stimulates thinking and encourages reflection
• Documents the unfolding process of teaching and
  learning in a systematic manner, as well as the
  outcome
• Reflects student interest individual learning
  styles
• Promotes independence
• Stakeholders are provided with clear products and
  understandable evidence

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