Tracking student engagement

Tracking Student Engagement Artefact

Standards: 4.1, 5.1, 5.4, 5.5

Synopsis of Artefact

Working in a trauma informed learning environment, it can be difficult to collate detailed work output evidence from students and traditional assessment methods (tests, assignments, lab reports) are not always effective and can actually be triggers to student escalations and dysregulation. I developed a student tracker to accurately record student participation, work completion and challenging behaviour patterns which was then shared with the Teaching and Learning Team.

Artefact 4

The tracker in Artefact 4 is referenced in the Artefact 1 emails around assessment and reporting where my colleague states “my two cents is this process was made much easier because of your detailed log of adjustments combined with the weekly spreadsheet notes on work output and engagement. Would have been a challenge without it while teaching together but not in the same space“. I initially developed this engagement tracker to support the students in my classes to have their engagement efforts clearly and accurately recorded alongside their work output, it also assisted me to monitor for behaviour patterns. As the meeting minutes demonstrate, the tracker was modelled to the teaching team to support them to monitor individual engagement(4.1) and also as an additional assessment tool to track student progress and achievement (5.1). At the time the tracker was shared, it was explained that the data collected allowed me to evaluate specific lessons, identify interventions (e.g. if a student was consistently escalating in the same class) and adjust my teaching practice accordingly, as well as write more detailed and accurate student reports (5.4).

Impact

This document was evaluated as a whole teaching team and feedback on the review was collated and applied. A final version of this engagement tracker is now used consistently by all teachers across the school which supports my colleagues to construct accurate, informative and timely reports about student learning and achievement (5.5) as well as to identify patterns of behaviour and then adjust learning programs to support individual student needs. The tracking documents are also very useful for the Head of Teaching and Learning and Principal to refer to when making final decisions about complex student cases involving final grades and Year 10 Certificates.