Leading improvement, innovation and change
Identify facts from the data you collected.
Analysis
Analyse to identify facts from the data you collected.
Some examples:
90% of year 3 students have completed their tasks in Google Classroom.
30 of 75 students have responded to the year 8 Geography task.
All student learning tasks are checked by assistant principals and are consistent with the existing program prior to Covid.
Teacher reflections on the Year 10 writing task suggest student work is not comparable with the equivalent task from last year.
It is too early to judge impact on student learning. Maintain your focus on quality process and monitoring activity.
Use the Evaluation support template (DOCX 67.61 KB) to guide your discussion.
How do you know where you are?
Data
What information do you have to prove that your school’s current method of curriculum provision supports student learning?
What types of data/evidence do you have to support reflection in activity and on process quality?
Reflecting on student learning impact might not be possible at this point.
Data sources for remote learning (DOCX 68.09 KB) includes ideas on data you might gather.
Draw on the facts, knowledge of your context and the resources available to inform your next steps.
Implications
Draw on the facts, knowledge of your context and the resources available to inform your next steps.
- What should we be continuing?
- What are we changing?
- What more information should we collect?
A suggested focus question to guide your reflection.
Question
Where are we in sustaining quality teaching, curriculum planning, delivery and assessment that is responsive to meeting the needs of all students?
Discuss with your team.
A guided journey on a possible process you can use to reflect and reset on remote learning for your students.
Reflect and reset on remote learning
Schools have rallied to ensure the continuity of learning for students under extraordinary circumstances. As you and your staff continue on a journey of remote learning, consider pausing to reflect on the processes set up at your school. Think about how you may need to approach quality teaching, curriculum planning and delivery, and assessment practices over the longer term.
This page steps through a possible process you can use to reflect and reset on remote learning for your students:
- to look at one aspect of current change, the leadership of curriculum delivery
- to continue their school improvement trajectory.
Before you start
- Agree on a platform to connect remotely.
- Gather some whole-school data for discussion: for example, total interactions with students online or student attendance.
- Make sure your executive staff have access to all necessary resources.
Further support
Resources to further support your journey to reflect and reset for remote learning.
Resources
Decide on your next steps based on the evidence you have collected.
What next?
- What support will I require to take the next steps?
- What measures do I need to put in place to address needs?
- What can I plan for beyond next week, next month and into the end of term 2?
- Who do I need to work with to create a shared vision?
- How do I share that vision with the school community?