POSITION STATEMENT

The Kaleen Primary PLC values evidence based approaches and uses data to measure our impact and inform future decisions. The school created an Evidence and Data Plan (including the assessment schedule) in 2018 and this is updated annually. At Kaleen Primary School we use Multiple Sources of Evidence (MSoE) approach to identify student learning and develop effective programs for all students.  Our Evidence and Data Plan is underpinned by the ACT Directorate’s  ‘Evidence and Data Plan for School Improvement’ and aligns with current research that states that teachers who systematically engage with data foster the development of thriving learning communities and create evidence informed school culture (Great teaching by design 2016). 

Kaleen Primary School staff use a range of data sets within the following four areas;

• Student Learning (Class level and system level data)

• Perception data

• Demographic data

• School Processes

School based and system data is reviewed regularly and patterns and anomalies are explored and inquired into by staff.

In 2018, we updated our meetings schedule and structures. This change increased time dedicated to collaboration and supported teachers to use data more effectively and focus more on student learning. In 2019, the University of Canberra worked with the Kaleen Primary School executive team to offer whole school professional learning about ways to engage with Action Learning. The whole school now engage in annual cohort driven action learning projects with the ongoing support of the university and executive team. These initiatives demonstrate teachers' effective use of data to plan, act and review and their ability to engage in professional reflective practice.

Whole School Action Learning Questions

2019 - What areas for improvement can we identify in our teaching and/or feedback practices that could lead to improved student learning? How can we address the identified area(s) to achieve improved student learning?

2020  - What steps do we take to design an online teaching and learning program that meets the needs of all stakeholders and enhances learning outcomes? What learning can we take transitioning out of our online learning? What worked and for whom?

2021 - What areas for improvement can we identify in our practices that could lead to improved student centred learning?

2022 - How can we enhance our use of Formative Assessment and the 10 Essential Instructional Practices in Literacy to enhance our students' reading, writing and spelling? How can we incorporate student centred learning principles?

The initial Action Learning projects in 2019 were designed to give cohort teachers a level of autonomy in their chosen focus areas with links to our whole school over arching questions. The 2020 Project was adapted to respond to the Covid19 Pandemic and the 2021 focus on student centred learning was an area of need identified in the School Improvement Plan. The 2022 focus on reading, writing and spelling was chosen from reviewing our school based and NAPLAN data trends.

SUPPORTING EVIDENCE

NEXT STEPS & FUTURE DIRECTION

Kaleen Primary School will continue to develop a systematic approach to using class and system level data to enhance equity, access and inclusion in all student learning. This system will be reviewed regularly to ensure we are capturing and using data effectively to support students in the greatest areas of need. Teachers will be given the opportunity to engage in relevant professional learning to increase their data literacy skills and further meet the needs of all students. Action Learning and the inquiry process will be embedded into future school practices.