The Data Driven Evidence Based Teaching in Schools conference invites leaders from schools across Australia to gather and explore how to collect, manage and effectively analyse high quality data, develop whole of school strategies and engage teachers to ensure sustainable and long term improvements to student outcomes.
You will learn how to
- Effectively collect & manage high quality academic & wellbeing data
- Analyse & unpack data to develop broader school teaching & learning strategy
- Differentiate teaching practice & cater to diverse students needs with insights from data
- Implement formative assessment for more timely evidence around student progress
- Engage teachers with accessible data & professional learning through action research
- Measure & evaluate learning outcomes through evidence informed practice
Principals, Assistant Principals, Deputy Principals, Heads & Executive School Leadership with responsibilities for:
- Professional Development
The Data Driven Evidence Based Teaching Conference in Schools will contribute 11 hours 50 minutes of NSW Education Standards Authority (NESA) Registered PD addressing 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW
Attend to learn:
- Collecting high quality data & applying it to develop a whole of school strategy
- Informing & improving teacher engagement with data through professional development
- Using data & measurement to differentiate teaching & learning for better student outcomes
- Moving beyond academic data to understand & address student wellbeing
- KEYNOTE: Creating a whole of school strategy for targeted improvement of teaching & learning outcomes
- Empowering teachers with evidence
- INTERACTIVE ROUNDTABLE DISCUSSIONS: Discovering practical strategies to overcome challenges in evidence based teaching
- Supporting & educating teachers to engage with & apply data
- KEYNOTE: Leveraging diverse types of data to enhance differentiated, evidence based teaching strategies
- Achieving real progress with developmental continuums that measure & promote growth
- PANEL DISCUSSION: Enabling teachers to engage with data & improve the quality of teaching & learning
- Advancing comprehensive data insights for holistic, best practice approaches
Auburn North Public School, NSW
During his career Mark Harris has taught in public and catholic high schools and primary schools in five countries. Over the past 23 years he has been the principal of three primary schools and is presently the principal of Auburn North Public School, a multi-award-winning school that is one of Australia’s most multicultural schools.
Mark has presented papers at the 2018 International Metropolis Conference in the Netherlands and its 2019 Sydney Conference. He’s visiting schools and interviewing principals and teachers in Canada and Finland this year as part of a research project he’s conducting in the area of Refugee Education.
Brisbane Grammar School, QLD
Jacqui Zervos is the Executive Director: Educational Innovation at Brisbane Grammar School. She has been a member of the Senior Leadership Team for the past twelve years serving much of that time, prior to her current role, as Head of Middle School with responsibility for all the academic, pastoral and extracurricular programs. In her current role she works collaboratively with senior and middle leaders across the academic, pastoral and cocurricular domains on whole-school strategic imperatives, particularly in relation to building teachers’ curriculum and pedagogical expertise. She leads a whole school research-informed, evidence-based project which aims to develop classroom cultures in which students’ capacities for meta-cognition and self-regulation are developed.
St Peter's College, SA
With a background in pastoral care leadership and curriculum leadership, both in South Australia and an international independent school, Sam arrived at St Peter’s College seven years ago to join the Learning and Teaching team there. Inspired by training in Visible Learning and then a meeting with John Hattie, Sam has taken the opportunity presented by new leadership at St Peter’s College to invest significantly in developing data analytics and learning science at his school. This has included creating a team of like-minded and similarly motivated staff to facilitate the sharing of innovations and to help drive the culture change needed to improve the integration of data use in teachers’ daily practice. This is a work in progress, and one Sam is keen to share with others for mutual benefit for all of our students, staff and schools.
Knox Grammar, NSW
GradeXpert is a Student Information System, including data management, analytics and reporting, that is an affordable, flexible and fully customisable solution for K-12 schools.
Centralise and manage all student data, including any type of assessment & outcome, individual learning plans, student medical details and welfare & behaviour notes, attendance, semester reports, digital portfolios, parent communications and much, much more.
Research Australia Development and Innovation Institute
RADII provides high quality research, development and consulting services to schools and school systems. Led by Professor Peter Cuttance, RADII has extensive experience and expertise in the following areas:
School performance improvement consulting
School system management strategy development
Education measurement and statistical analysis
School and department reviews
Education research and development.
The Australian Council for Educational Research (ACER) is an independent, not-for-profit research organisation established in Australia as a company limited by guarantee. Our mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the lifespan.
ACER undertakes commissioned research and development and develops and distributes a wide range of products and services. Any surplus generated through our work is invested in further research and development. ACER has experienced significant growth in recent years and now has more than 380 staff located in Melbourne, Sydney, Brisbane, Perth, Adelaide, London, Dubai, New Delhi and Jakarta.
ACER works with schools, education departments, ministries of education, further and higher education institutions, donor organisations, non-government organisations, industry and other types of organisations around the world. ACER’s work is undertaken in four business divisions (three research divisions and a professional resources division) supported by staff who work in corporate services, human resources and international development.
Established in 1930, ACER has built a strong reputation as a provider of reliable support and expertise to education policy makers and professional practitioners.
What People Are Saying
“The data driven evidence based teaching conference was a valuable event to network with other schools in all educational sectors, to hear thought provoking presenters and discuss how all forms of data are currently being used and developed for the future to improve the outcomes for all our students.”Toorkak College, Data Driven Evidence Based Teaching in Schools conference attendee, May 2019
Date: 1 Apr 2019 By: Cyrus Sajadi
Data is a crucial component to developing a strong, evidence based teaching strategy in schools. However, identifying what data is the most useful to be collected as well as understanding the different methodologies in data collection can become a significant challenge to educators. As schools increasingly move towards a more evidence based practice and data …
Date: 13 Feb 2019 By: Ash Natesh
Informed decision making is a vital part of Education. Collecting, Understanding and taking action on student data is something teachers need to do continuously to improve learning and teaching experience. It is imperative in making informed decisions based on student data to make sure the student progresses. (ACER) 3 Ways Student Data Can …
Date: 2 Dec 2018 By: Katherine Kingsle
A big review of NAPLAN could be on the horizon after key findings from the highly anticipated Gonski review indicated too great a focus on periodic standardised tests to measure performance rather than much needed ongoing assessment tailored to individual student needs. NSW Education Minister Rob Stokes indicated his support for the recommendations made by …
Date: 6 Nov 2018 By: Ash Natesh
Enabling support networks and a culture for professional learning: Establishing teams and their priorities (one focus for development). Engaging in coaching conversations Engage in a mentoring process, including modelling of practice, cooperative planning and observation and feedback. Engage in reflective practices Challenge the team design Challenge the standard …
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