New Zealand articles and resources
John Hattie outlines eight steps to achieve long-term, system-wide attention on student learning. He calls it a model of collaborative expertise.
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Helen Timperley, Linda Kaser and Judy Halbert
This paper argues for a “sea change in learning settings for young people”. Using a range of examples from New Zealand, Australia and Canada, it makes the case for new approaches to designing learning and teaching and how we might achieve this. It also provides a model for long term PLD within schools.
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New Zealand school stories
Seeing the student behind the data is key to decision-making at Queen Charlotte College. This story looks at how multiple strategies, including unbundling data, have made a difference to improving student outcomes at the school.
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John Clarke knows that robust data empowers a school to answer the question, "Is the decision we are making going to improve student achievement?"
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Tony Howe discusses the strategies used at Opotiki Primary School to improve students’ reading and physical fitness.
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Other resources
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Institute for Effective Education
A guide to help educators identify what sorts of evidence are useful for what, and when.
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Professor Amanda Datnow
In this paper, Amanda Datnow summarises what we have learned about data use practices and the implications of this for equity. It is a useful summary of how data can open or close doors for students depending on how we use it.
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Various
This issue of Ideas into Action focuses on the use of data and its potential to transform teaching, learning, and leadership.
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Lorna Earl and Stephen Katz
This paper provides a description of the capacities that leaders need to use data wisely and well in their work.
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Jay McTighe and Ken O’Connor
This article considers assessment practices that improve both teaching and learning and provides descriptions and examples of summative, diagnostic, and formative assessment.
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Members of NCSL’s Leadership Network
Case studies from a range of school leaders who worked on reducing variation in their school as members of the NCSL Leadership Network (UK).
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Graham Handscomb and John MacBeath
This article shows schools how to recognise and acknowledge the enquiry and research activity that is already taking place, as well as challenge and identify areas for further work and development.
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