Stage 3 - analyse internal school data, research and literature

The school utilises a range of internal data sources including:

  • PLAN 2
  • Quick Smart – Literacy & numeracy
  • Best Start (K and Yr 7)
  • LEXIA (reading)
  • Running records
  • Language Nest data
  • NCCD
  • Student Learning & Support/health plans
  • Risk assessments
  • PLPs
  • PL impact data
  • Lesson observations
  • In-school document analysis
  • TAFE pathways/progress reports
  • Student reports
  • Student wellbeing data
  • Focus groups/survey data
  • Enrolment data
  • Retention and transition data

External data sources include:

  • NAPLAN
  • PAT (Years 1-12)
  • VALID
  • ROSA
  • RAP
  • People Matters
  • TTFM
  • HSC

Staff capacity to effectively interpret the data or utilise it to inform planning and future practice is limited. There is a lack of correlation between student performance in external testing and school-based assessments in a number of stages. The SEF S-aS also highlighted the need to improve teachers’ data skills and use, particularly teachers’ data literacy and their capacity to use data in planning.

A limited number of parents and community members participated in the TTFM surveys. Anecdotal evidence suggests that the school plays a central role in the local community, however there is the potential to build stronger partnerships and increase community engagement in and with the school to support improvement. School planning, implementation and reporting has been identified as an area of focus through the SEF S-aS and will provide the opportunity for genuine and sustained collaboration with all stakeholders in the diverse, local community.

Staff have engaged with a range of research and literature as they continually endeavour to improve individual and school practices. These include:

  • What Works Best (2020) + Practice and Toolkit documents
  • Research into building professional learning communities, for example, Dufour & Dufour, Timplerley, Clarke & Wildy
  • The Essential Guide to Professional Learning: Collaboration – Timperley (AITSL)
  • Top teachers; sharing expertise to improve teaching – Goss & Sonnemann (Grattan Inst. 2020)
  • Research into building a K-12 learning culture, and how students and adults learn best
  • Research into effective practices for complex organisations
  • NESA Proficient Teacher Support Document - Examples of Practice at Proficient Teacher
  • NESA Evidence Guide for the Proficient Teacher Standards.

A more structured and in-depth engagement with these resources will be embedded in the next school planning cycle.


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