Imelda Jordan

1
Leading Learning and Teaching- Making Effective
Use of DataCreating The Culture

• Imelda Jordan
• St. Colms High School
• Twinbrook
• Belfast

2
School Context

• Edge of West Belfast Twinbrook, Poleglass,
  Lagmore

• Area of High Social Deprivation 60 FSM

• Poor Literacy/Numeracy Skills 50 SEN, 95
  D Grade or Opted Out of Transfer

• 1974 11-16 Co-Educational but significant
  majority of boys

• 1980s Significant Weaknesses,
  Underperformance, Threat of Closure

• 1990s New Leadership, Improving School,
  Community Confidence

• 2000 - Continued Upward Trend in Performance,
  KS5 Established, Oversubscribed 700
  pupils

3
School Improvement

• People, Relationships, Structures, Processes

• Shared Vision Ethos

• Can Do Attitude Self Esteem

• High Expectations Celebrate Success

• Quality Learning and Teaching

• Passion and Professionalism

• Critical Reflection

• Self Evaluation

• A Living School Development Plan

• Whole School Focus - How and Why We Do Things

• Unlock Potential

4
Self Evaluation

• Overriding Goal of Raising Standards

• Performance Data a Powerful Tool

Paralysis by Analysis
so.
Everything should be made as simple as possible
but not simpler
Albert Einstein
5
(No Transcript)
6
Targets need to generate the commitment of those
whose job it is to meet them, be they schools,
teachers or pupils Barber, M
and
People will over-achieve targets they set
themselves Dryden, G
7
Baseline Data - Target Setting

• Standardised Scores - June P.7

• Progress Scores - June Y8, Y9

• Key Stage 3 Levels - June Y10

• YELLIS Y11

• Mapped to Teacher Predictions (Dept. Target
  List)

• Whole School Target List 5 A - C

• Review - Jan Y12

• Analysis Action - August Y12

8
GCSE 2006 5 A - C PREDICTIONS gt
RESULTS

Sept. Jan. Aug. Pupil 1
GSKY 10 10 9 Pupil 2
SKY 8 7-8
9 Pupil 3
SKY 6-7 5-6 7
GSK 10 10
10 SK
8 7-8 8
GSKY 10 10 10
GSKY 10 10
9 K
7 8 6
SK 10 9-10 9
SKY 10
10 7
SK 10 10 10
SK 6 6
7 GSKY
10 10 10
SKY 9 9
1 K
9 9 8
KY 6
3-5 6
SKY 9-10 9-10 10
KY 6 8-9
7 GSKY 10
9-10 8
SKY 10 10 9
GSK 10
9-10 9
KY 7-10
6-10 6
SKY 7 7 5
K 7-8
7 6
SKY 8 8 8
SKY 10
10 10
SKY 7 8 8
SK 6
6 7
Sept. Jan. Aug.
Sept.
Jan. Aug. SOME OF THE FOLLOWING
PUPILS WILL ACHIEVE 5 . YOU WILL MAKE
THE DIFFERENCE. SKY
4 5 5
K 3 2-3
3 SK
3 2-3 4
S 3 3
1 K
4 4-5 4
SK 4 5-6
5 S
4-5 2-4 4
3-4 3
2
3 3 3
4-5 5-6
4 K
4 4 4
K 3 3
2 KY
4 3 6
3 3
1 K
3-5 3-6 3
K 3-4 4
3
3-4 3-4 4
3 3
2
4 3-4 5
KY 4-5 4-6
6
3 3 3
3
4 5
4 3 5
NB Underlined
pupils are now predicted for 4, 5
or 6 A - C grades Target to
achieve full potential. (Jan)
5 A- C 45





SKY 10 11 10
SKY 10
9 8
KY 10 9-10 6
SKY 10
10 8
SK 9 9 10
SKY 8
8 8
SKY 10 10 9
S 9
9 9
SK 7 7
7 K
9 10 10
S Y 8 8
8 SK
8 9 8
K 5-7 5-7
7
K 7 7 4
SK 5 2-4
4
Key to Abbreviations G - Transfer grade
e.g. C2 S - Standardised Score 90 K
- KS3 Level 4/5 Y - YELLIS (innate
ability) - Statistics Passed 1-10 -
Teacher Predictions
9
GCSE 2006 5 A - C PREDICTIONS gt
RESULTS
Sept. Jan. Aug. Pupil 1
GSKY 10 10 9
Sept. Jan. Aug. SOME OF THE
FOLLOWING PUPILS WILL ACHIEVE 5 . YOU
WILL MAKE THE DIFFERENCE.
SKY 4 5 5
Key to Abbreviations G - Transfer grade
e.g. C2 S - Standardised Score 90 K
- KS3 Level 4/5 Y - YELLIS (innate
ability) - Statistics Passed 1-10 -
Teacher Predictions
NB Underlined pupils are now predicted
for 4, 5 or 6 A - C grades Target
to achieve full potential.
10
Benchmarking for Improvement

• August Staff Day

• Whole Staff Information Session
• Results Whole School Target List
• Core and Option Subjects
  Trends
• - A - C A - E, A - G

• Dept. Analysis Cohort, Individual, Comparative

• Future Strategy Development

• Action Planned

11
Projected Grades C gt Departmental Targets 2006

• Refer to Whole School and Dept. Targets and
  Results
• Circle pupil/s who achieved target.
• Underline pupil/s who did not achieve target.
• X pupils who exceeded target
• 4 pupils who achieved lowest/highest
  grade in your subject
• What made the difference for these groups ?
• 1
• 2
• 3
• 4

12
Department -

• Development Target (s) 2006 - 2007

Action Planned
13
Department -
Initial Report

• Analysis of performance targets set

• Future strategy development

• Candidate remarking proposed reason/s

14
Why Use Data?

• Positive Impact on Performance Pupil at
  Centre

• Focuses on the Core Business of Schools
• Quality Learning and Teaching - Achievement

• Highly Effective CPD PRSD
• Quality Professional Dialogue
• Critical, Reflective Practitioner
• Shared Language How We Do Things Here
• Can Do Culture

• Accountability Quantitative Evidence of
• Improvement

15
Self Evaluation
Others judge us by what we have done we judge
ourselves by what we are capable of
doing Longfellow