Training session 2 How does practice compare to the data? What is - - PowerPoint PPT Presentation

Training session 2 How does practice compare to the data? What is the

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the data? What is the triangulation?

Presenter’s Name

X X . X X . X X

Rationale…

We have already carefully reviewed what the data shows about the performance in our school:

(Insert a summary of your findings including a list of effective and less effective subject areas here)

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At the end of the last session we agreed that we would research what is happening inside our classrooms to see the practical factors that give rise to this variation. We have completed:

(Insert as appropriate... lesson observations, learning walks, work scrutinies or pupil focus groups.)

Rationale (cont.)…

Now we need to study the qualitative information; look for patterns in the information

• r triangulate the data.

Definition

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Definition Triangulation: This is where a number of self- evaluation tools are used and the findings of each are considered to see if there is a consistency in the evidence that is gathered. These conclusions are likely to be more accurate and representative.

Outcomes

• We identify a set of ‘success factors’ that are

effective in our school.

• We identify patterns of weakness in our

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• We identify patterns of weakness in our

school.

• We agree on specific targets or changes that

we want to happen.

Identified strengths

Let’s look back at the successful subject areas.

• What has our further investigation told us?
• Are high performing subjects very strong on

certain aspects, such as controlled

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certain aspects, such as controlled assessments? Would subject leaders say that the course or syllabus choice is part of this success? What about tiers of entry? Use Handout 2.2 to record this information (see next slide).

Identified strengths

If you have data on learning walks, pupil focus groups and work scrutiny divide your senior team into three groups. Either look at a single subject area or year group in isolation or choose to look at the evidence for a group of

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isolation or choose to look at the evidence for a group of subjects or teams. The first group should take the learning walk information

• n the strongest subject(s). The second group should

take the pupil focus group information on the strongest subject(s). The third group should do the same with work scrutiny.

Step 2: Identify strengths

• Each group should highlight the factors that

show effective practice.

• Be precise. Identify the factors from the

learning walk, for example, which make the teaching good? What is it in the marking that

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teaching good? What is it in the marking that makes it effective?

• What factors are seen frequently within the

subject area(s). What is seen in individual teachers and what is systematic across the department?

Step 3: Identify weaknesses/ areas for change

• Follow the same pattern as on slides 5-7 but

this time to identify areas where practice is less effective.

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• Use Handout 2.3 to record your findings.

Step 4: Triangulation

• Now bring the information together to

triangulate the evidence.

• Firstly each sub-group should share their

strength analysis with the team.

• Now highlight four factors/systems which

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• Now highlight four factors/systems which

appear the most frequently or are considered to have the biggest effect on the learning.

• Use this information to complete Handout

2.4.

• This should then be repeated for Areas for

change.

Triangulation

Having completed Handout 2.4:

• Are there factors or systems which are

highlighted from more than one source of information?

• Is there a factor or system which is so

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• Is there a factor or system which is so

important in one source of data that it is seen consistently across the subject area(s)?

• Highlight these factors or systems.
• This should be done for both strengths and

areas for change.

Step 5: Plenary

Make a record of:

Four most significant strengths Four most significant weaknesses 11

Plenary

Now draw up:

Action points for change 1. 2. 3. 12 3. 4. 5. 6. 7. 8. 9.