Data Expectations

Data provides us with valuable measures of success as well as providing opportunities for reflection and improvement. In highlighting areas of strength, it can assist us in recognising strategies that work and can therefore be replicated. Data, upon reflection, can also help provide insight and raise important questions and discussions about areas of weakness. A responsible approach to reviewing processes and teaching strategies results in improved student learning for all, as well as professional growth as educators.

The range of data available has provided teachers with the important task of developing new priorities that enhance the delivery of programs, the quality of teaching and most importantly student learning. Using data, from a variety of sources, to inform new initiatives is important in raising expectations and improving student outcomes.

Data is used at Norwood Secondary College to:

• inform planning (differentiate student learning) and teaching programs
• have data conversations with staff, particularly at a VCE level
• assist teachers in moderation (both internally and through partnerships with other schools)
• provide recognition of students
• highlight at risk students

The analysis of data at Norwood Secondary College is a collective responsibility.

• All staff actively engage in data conversations
• All staff use the Learner Profiles to “know thy student”
• Data conversations are held both individually and within teams
• All planning and PLT sessions include data focused discussions
• Assessment records in all faculty areas are consistently maintained and referred to, particularly at VCE
• Spreadsheets are completed and populated regularly – as assessments occur
• Assessments occur before (formative), during and after (summative) units of work