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A leadership inquiry into the impact that data boards have on raising student achievement.
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What impact does the use of data boards have on raising student achievement and prioritising target students
A leadership inquiry into how to raise student achievement
Goal In this inquiry I intend to compare and contrast two different
schools use of data walls or boards and the impact they have had on student achievement and identifying ldquotargetrdquo students
School One Roll 68 One school is a small rural school that was a high functioning school that had a
well-established staff of 3 classroom teachers where a lot of time and PD had been focused around raising student achievement in Literacy and Numeracy
Moderation was firmly established and occurred within the school staff and within the lsquocommunity of schoolsrsquo regularly
Staff were well versed in the use of assessment practices and had collaboratively agreed on school wide indicators and had unpacked exemplars had arrived at agreed understandings of what was necessary and sufficient to meet the National Standards that applied to reading writing and numeracy
Continued and on going collaboration was sought and expected within the community of schools this school was involved in
The rural school principal was focusing on student ownership of learning and prioritised goal setting with students and whanau as an approach to raising student achievement when introducing the data walls
These were displayed in classrooms and children were identified by name and were encouraged to move their name as they progressed in writing reading etc
The outcomesSchool One I believe that the public nature of the data did have an impact on both the students
and the teachers of those students that did undoubtedly lead to raising student achievement
For the students the pressure to achieve was raised the fear of being placed unfavourably on the wall must have exerted some psychological pressure to perform
For the staff most wanted to reduce the exposure of those target students in the data (driven by moral purpose) and to raise achievement for the students by improved pedagogy practice to ensure social and educational success for these students into their futures The lsquosense of urgencyrsquo was certainly there and an expected outcome was genuine acceleration of learning The public nature of the data walls raised the sense of urgency amongst the staff for these students However the practice was questionable in terms of the impact the boards had on performance for some students
Nationally this school was a high performing school and ERO cited the school as such
httpwwwerogovtnzEarly-Childhood-School-ReportsSchool-ReportsKuranui-Primary-School-12-05-20112-Learning Over 90 of learners are At or Above for learning in Reading Writing and Numeracy Maori and Pacifica students are achieving well and their whanau fell valued and included in the school
What people thought I have collected voice from selected members of the board as they relate to
the use of data walls including
Parent I hated going to the school and seeing my child constantly at the bottom of the board for writing I knew it wasnrsquot one of their strengths but it hurt as a parent There should be a better way
Child I always felt like I was dumb even though my teacher always helped me learn and encouraged me to do my best
Teacher I believe data walls that were used in this way created unhealthy competition between students that was fostered by some parents and although we worked hard to minimise this we couldnrsquot mend what others said
httpswwwwashingtonpostcomnewsanswer-sheetwp20140214how-data-walls-in-classrooms-can-humiliate-young-kids
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
Goal In this inquiry I intend to compare and contrast two different
schools use of data walls or boards and the impact they have had on student achievement and identifying ldquotargetrdquo students
School One Roll 68 One school is a small rural school that was a high functioning school that had a
well-established staff of 3 classroom teachers where a lot of time and PD had been focused around raising student achievement in Literacy and Numeracy
Moderation was firmly established and occurred within the school staff and within the lsquocommunity of schoolsrsquo regularly
Staff were well versed in the use of assessment practices and had collaboratively agreed on school wide indicators and had unpacked exemplars had arrived at agreed understandings of what was necessary and sufficient to meet the National Standards that applied to reading writing and numeracy
Continued and on going collaboration was sought and expected within the community of schools this school was involved in
The rural school principal was focusing on student ownership of learning and prioritised goal setting with students and whanau as an approach to raising student achievement when introducing the data walls
These were displayed in classrooms and children were identified by name and were encouraged to move their name as they progressed in writing reading etc
The outcomesSchool One I believe that the public nature of the data did have an impact on both the students
and the teachers of those students that did undoubtedly lead to raising student achievement
For the students the pressure to achieve was raised the fear of being placed unfavourably on the wall must have exerted some psychological pressure to perform
For the staff most wanted to reduce the exposure of those target students in the data (driven by moral purpose) and to raise achievement for the students by improved pedagogy practice to ensure social and educational success for these students into their futures The lsquosense of urgencyrsquo was certainly there and an expected outcome was genuine acceleration of learning The public nature of the data walls raised the sense of urgency amongst the staff for these students However the practice was questionable in terms of the impact the boards had on performance for some students
Nationally this school was a high performing school and ERO cited the school as such
httpwwwerogovtnzEarly-Childhood-School-ReportsSchool-ReportsKuranui-Primary-School-12-05-20112-Learning Over 90 of learners are At or Above for learning in Reading Writing and Numeracy Maori and Pacifica students are achieving well and their whanau fell valued and included in the school
What people thought I have collected voice from selected members of the board as they relate to
the use of data walls including
Parent I hated going to the school and seeing my child constantly at the bottom of the board for writing I knew it wasnrsquot one of their strengths but it hurt as a parent There should be a better way
Child I always felt like I was dumb even though my teacher always helped me learn and encouraged me to do my best
Teacher I believe data walls that were used in this way created unhealthy competition between students that was fostered by some parents and although we worked hard to minimise this we couldnrsquot mend what others said
httpswwwwashingtonpostcomnewsanswer-sheetwp20140214how-data-walls-in-classrooms-can-humiliate-young-kids
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
School One Roll 68 One school is a small rural school that was a high functioning school that had a
well-established staff of 3 classroom teachers where a lot of time and PD had been focused around raising student achievement in Literacy and Numeracy
Moderation was firmly established and occurred within the school staff and within the lsquocommunity of schoolsrsquo regularly
Staff were well versed in the use of assessment practices and had collaboratively agreed on school wide indicators and had unpacked exemplars had arrived at agreed understandings of what was necessary and sufficient to meet the National Standards that applied to reading writing and numeracy
Continued and on going collaboration was sought and expected within the community of schools this school was involved in
The rural school principal was focusing on student ownership of learning and prioritised goal setting with students and whanau as an approach to raising student achievement when introducing the data walls
These were displayed in classrooms and children were identified by name and were encouraged to move their name as they progressed in writing reading etc
The outcomesSchool One I believe that the public nature of the data did have an impact on both the students
and the teachers of those students that did undoubtedly lead to raising student achievement
For the students the pressure to achieve was raised the fear of being placed unfavourably on the wall must have exerted some psychological pressure to perform
For the staff most wanted to reduce the exposure of those target students in the data (driven by moral purpose) and to raise achievement for the students by improved pedagogy practice to ensure social and educational success for these students into their futures The lsquosense of urgencyrsquo was certainly there and an expected outcome was genuine acceleration of learning The public nature of the data walls raised the sense of urgency amongst the staff for these students However the practice was questionable in terms of the impact the boards had on performance for some students
Nationally this school was a high performing school and ERO cited the school as such
httpwwwerogovtnzEarly-Childhood-School-ReportsSchool-ReportsKuranui-Primary-School-12-05-20112-Learning Over 90 of learners are At or Above for learning in Reading Writing and Numeracy Maori and Pacifica students are achieving well and their whanau fell valued and included in the school
What people thought I have collected voice from selected members of the board as they relate to
the use of data walls including
Parent I hated going to the school and seeing my child constantly at the bottom of the board for writing I knew it wasnrsquot one of their strengths but it hurt as a parent There should be a better way
Child I always felt like I was dumb even though my teacher always helped me learn and encouraged me to do my best
Teacher I believe data walls that were used in this way created unhealthy competition between students that was fostered by some parents and although we worked hard to minimise this we couldnrsquot mend what others said
httpswwwwashingtonpostcomnewsanswer-sheetwp20140214how-data-walls-in-classrooms-can-humiliate-young-kids
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
The outcomesSchool One I believe that the public nature of the data did have an impact on both the students
and the teachers of those students that did undoubtedly lead to raising student achievement
For the students the pressure to achieve was raised the fear of being placed unfavourably on the wall must have exerted some psychological pressure to perform
For the staff most wanted to reduce the exposure of those target students in the data (driven by moral purpose) and to raise achievement for the students by improved pedagogy practice to ensure social and educational success for these students into their futures The lsquosense of urgencyrsquo was certainly there and an expected outcome was genuine acceleration of learning The public nature of the data walls raised the sense of urgency amongst the staff for these students However the practice was questionable in terms of the impact the boards had on performance for some students
Nationally this school was a high performing school and ERO cited the school as such
httpwwwerogovtnzEarly-Childhood-School-ReportsSchool-ReportsKuranui-Primary-School-12-05-20112-Learning Over 90 of learners are At or Above for learning in Reading Writing and Numeracy Maori and Pacifica students are achieving well and their whanau fell valued and included in the school
What people thought I have collected voice from selected members of the board as they relate to
the use of data walls including
Parent I hated going to the school and seeing my child constantly at the bottom of the board for writing I knew it wasnrsquot one of their strengths but it hurt as a parent There should be a better way
Child I always felt like I was dumb even though my teacher always helped me learn and encouraged me to do my best
Teacher I believe data walls that were used in this way created unhealthy competition between students that was fostered by some parents and although we worked hard to minimise this we couldnrsquot mend what others said
httpswwwwashingtonpostcomnewsanswer-sheetwp20140214how-data-walls-in-classrooms-can-humiliate-young-kids
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
What people thought I have collected voice from selected members of the board as they relate to
the use of data walls including
Parent I hated going to the school and seeing my child constantly at the bottom of the board for writing I knew it wasnrsquot one of their strengths but it hurt as a parent There should be a better way
Child I always felt like I was dumb even though my teacher always helped me learn and encouraged me to do my best
Teacher I believe data walls that were used in this way created unhealthy competition between students that was fostered by some parents and although we worked hard to minimise this we couldnrsquot mend what others said
httpswwwwashingtonpostcomnewsanswer-sheetwp20140214how-data-walls-in-classrooms-can-humiliate-young-kids
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
School Two The second school is a central city school with a number of staff at varying lengths of
service and from a wide number of backgrounds The staff currently have varying degrees of curriculum knowledge and experience as one would expect from such a school
Staff appeared to have different interpretations of what was necessary and sufficient to meet National Standards and what the standards are across the levels of the curriculum
There was reportedly a lot of change over in staff on a yearly basis and varying degrees of induction available to staff members
The school is in a state of change and has a proactive future focused leader who is implementing the changes she desires at a timely pace
Currently the school is undertaking an ALL Writing inquiry The use of data boards however at this school was handled differently The data boards were only available to be viewed by teachers within each learning
team the leadership team the BOT members therefore preserving the confidentiality of the students identified as target students with more success (Leading with moral purpose)
The data boards were used to identify the students progress towards National Standards at different points of their learning journey based on their age until the beginning of Year 3
From year 3 onwards the data was collected every six months
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
The outcomes School Two
I believe that the use of data boards has been effective in identifying ldquo prIority learnersrsquo and indicating change over time for these learners This is more evident in the year 45 and 6 where students have more physical time to achieve the goals while in Year 1-3 the shorter units of time to report over does not allow for clarity in trends in children However it does prove useful in keeping these children in the forefront of their teachers minds While some teachers report feeling frustrated at changing results as students reach new benchmarks they do acknowledge the usefulness of the visual nature of seeing data displayed in this manner
Data boards have raised awareness of the lsquourgency to actrsquo where these children are involved and highlighted the need to seek solutions to addressing their particular needs
The use of data boards has also raised and cemented the need for ongoing moderation between teachers about their OTJrsquos and understandings around the terms at above below and well below
Literacy leaders in the school have become aware of the need to develop school wide exemplars for the use of the staff to moderate writing across the school
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
The differences in the schools Roll numbers 68 compared to 360 approx School approaches to lesson content- one had preset range of teaching
programmes the other allowed variety and choice in teaching programmes The city school had almost a 5050 split between Maori and European
children
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
Both schools had
Experienced leaders and staff Both schools were blessed with visionary principals who were
alike in their passion and drive for student achievement expectation of excellence in practice and belief in identifying then working with target students to raise achievement
Both schools had been involved in ALL programmes and both schools have disparity between the levels of achievement in students in the classrooms
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
What the research tells us Data boards improve teachers responses to interventions (inquiries) Simple and inexpensive tool Easily maintained Improves identification of target groups Improves communication of data between colleagues Effectively conveys information therefore reducing the time needed at
meetings Provides focus for learning needs in cohort groups or classrooms May provide indicators of future professional learning required across
the school and influence school wide charter goals httplplearningcenterorgwp-contentuploads201211EducatorVol9pdf
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
What impact did the data boards have on teachers in School Two What the staff survey revealedhellip I used Survey monkey to create a survey to ask teachers how
data boards impacted on their teaching and learning decisions These are some of the responses
httpswwwsurveymonkeycomsummaryO0Yt4vTK421_2F7VouWmXwkdUs2X80t3djIBQ2bfnH1CU_3Dutm_source=RPS
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
Conclusions Maintaining confidentiality among student achievement is essential Data boardsrsquo accurately accurately track student achievement against
the National Standards in most cohort groups especially Yr 4-8 and above with great clarity consistently
Data boardsrsquo accurately accurately track student achievement against the National Standards in Year 0-3 students but it requires ages to be displayed to determine where in the cycle of benchmarking these students are Without this knowledge it loses itsrsquo clarity
Data boardsrsquo ability to show individual progress in younger students needs to be viewed in conjunction with individual tracking records in order to paint a clear picture of individual progress achieved by the student
The difference in clarity exists because of the need to report every six months within the first 120 weeks of school for students in year 0-3 and at the end of each year in Year 4 and above
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
An overview of my yearhellipof NAPP
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
What leadership growth has NAPP developed within mehellip Pono the belief in myself as a leader and my ability to question and reflect on my
values and beliefs around leadership What makes an effective leader How to deal with the road blocks
Integrity This year has highlighted for me the need to handle every situation with integrity and to watch listen and filter my thoughts feelings and opinions with a lens aligned to the perspectives of others
Ako To continue to build my own capacity as a learner and be self regulating in achieving my goals See my self as a learner Build my capacity to inquire be aware and to develop research skills be reflective and go above and beyond to keep the child at the heart of the matter
Recognising and developing the actions of leading with moral purpose acknowledging the right of others but steering my own course with my own moral compass
Meeting and struggling through personal challenge balancing personal and professional needs
Building relational trust through active listening caring for others and demonstrating personal integrity being reflective and share knowledge to build and strengthen colleagues act as an interface between the school parent body and outside agencies
Keeping the child at the heart of the matter having strength of character to challenge others to strive to be the best they can uphold the rights of the child in the face of challenge
Encouraging and supporting others I have quickly built trust with my students and parents that is reflected in their support in my classroom and trust in my knowledge and professional practice
The growth I have identified in my ability to be culturally responsive is the facet of my
professional growth that gives me the most pleasure It has allowed me to acknowledge and
name the ldquotreasurerdquo within While I have always engaged with people across many cultural
dimensions I have never fully appreciated how it has impacted on me and how it nutured my
mindset and pedagogical development
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
To teach is to touch a life foreverhellip
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
Thank you hellip
Thank you to my fellow NAPPersrsquofor sharing my journey with me
It takes a village to raise a childhellip or a learner
