The focus of this two day seminar is to examine types of data and research, such as Visible Learning, and to analyse the research and apply various protocols before evaluating them and synthesising. In addition to reviewing different types of data, participants will be introduced to models of coaching and coaching specifically for data literacy in the context of school teams.
The overall goal for participants at the end of the two days is to have brought all their learning together and made links to their roles in supporting data teams in schools.
The Lead Data Team’s (LDT) Professional Development (PD) sessions exist to provide time and support for educators to test different models of data literacy, consider research-based instructional methods, and gain experience of adult learning theories, coaching and PD models. The seminars also provide an opportunity for the members to bring the ideas and practices learned into their own working context. The focus of this seminar is to examine types of data and research, such as Visible Learning, and to analyse the research and apply various protocols before evaluating them and synthesising.
Throughout the two day seminar, participants engage in activities, reflections and presentations and work together to activate their previous knowledge on related topics in preparation to look more closely at data. In addition to reviewing different types of data, participants will be introduced to models of coaching and coaching specifically for data literacy before making the connection with visible learning. Participants will end the two days by bringing all their learning together and making links to their roles in supporting data teams in schools.
In the next chapter of the LDT, the focus turns to preparing to help school teams use all types of data – including formative and summative student results, qualitative and quantitative, cause and effect, and perceptual and demographic data. Participants take time to read the summaries of the “next chapters” for the LDT and then write their reactions to the summaries in their journals.
Participants are asked to write what they would like to get from the seminar over the next two days and to identify the roadblocks they face in their own workplace.
Activity 1 - scavenger Hunt
Activity 1 - scavenger Hunt: Participants receive a Scavenger Hunt handout & are invited to go around the room, find a partner, & exchange an answer to one of the questions on the handout. The quick paced process is repeated until everyone has exchanged answers to each of the 15 questions.
The facilitator highlights the activity for participants to consider when supporting their school data teams. As an icebreaker it had to be relevant to the context and the purpose of the PD in order to foster adult learning.
Participants begin by making a personal note in their journals of a driving question they may have about coaching or of a roadblock in their practice. The presentation delivered to participants on coaching is then reviewed and discussed. The main points are highlighted. These include looking at effective ways of working with teachers through coaching; introducing the Will and Skill model; and addressing what drives learning.
Activity 2 - Learning for Us
Activity 2 - Learning for Us: Jackson’s Will/Skill Matrix & 4 Drivers: In two teams, participants have the opportunity to revisit & summarize the coaching session’s two main concepts before connecting them to their role in supporting & coaching data teams. One team explores the four will drivers - Autonomy, Mastery, Purpose and Belonging - while the other team focuses on the Will/Skill Matrix. Both teams are asked to summarize the information received at the seminar, consider how to apply the information to a data team, and give a 20 minute presentation to the whole group on the key concepts of coaching a data team.
Day 1: A brief presentation is delivered to participants on making a connection between Jackson’s work & John Hattie’s views on coaching. Reference is made to mindset principles described by both Jackson & Hattie that, if practiced, produce master teachers. Participants are asked to consider, as coaches, how to move teachers from novice to master?
Reflection: Participants are asked to reflect on what they do to make time for personal learning.
Activity 3 - review of data types: In four teams, participants are asked to individually brainstorm as many types of data as possible for three minutes before consolidating the information with teammates & doing a Gallery Walk to view other teams’ lists. Everyone is then asked to identify common categories/themes & call them out.
Day 2: Activity 4 - continuation of data types
Day 2: Key learning from day 1 is reviewed before continuing the exploration of data types in the context of school teams.
Activity 4 - continuation of data types: To promote in-depth learning and understanding about the types of data that can be used in school boards and schools, four teams of participants choose and work on between two and four types of data including demographic, perceptual and school processes. Each team follows four steps before giving a five-minute presentation to explain the key concepts:
Knowledge acquisition: Become familiar with your own data type and zoom in on data inventories, connecting to the data wise model.
How would you collect this information in your school?
Gallery Walk to visit the other types of data.
Zoom in on the processes.
Reflection: Participants are asked to reflect and jot down their key learnings in their journals. During lunch, they’re asked to find a partner from outside oftheir school board and exchange on PLCs and other things that are happening in their Board.
Activity 5 - brain conference feedback
Day 2: Participants share their learning from a recent conference attended.
Activity 5 - brain conference feedback: Participants acquire new information about brain research and neuroscience by sharing content form the latest CEA conference. The group is given 20 minutes to pull together their ideas from the Brain Conference before sharing them with the whole group.
Activity 6 - case-based simulation
Day 2: If you bring the research back to the school environment, what does it look like in practice? Participants discuss the difficulties of persuading teachers to switch from ‘fads’, such as brain gym, to effective practices.
Activity 5 - case-based simulation: participants are invited to create a simulation of a potential scenario in order to connect all of the learning together—coaching, data types, data team processes, previous learning about models, and to make a specific link to the role of supporting data teams in schools. A detailed handout is distributed to support this activity.
The next seminar covers the topics of student learning results, achievement & capacity, and a connection to Response To Intervention (RTI).
Participants are asked to fill out the green feedback sheet and the Professional Development (PD) inventory, which will be used to create a group CV.