Conference Date
30th - 31st October 2019
Novotel Sydney Central
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Achieve improved student outcomes
There is greater pressure than ever for schools to deliver better outcomes for students. The 2018 Gonski Review highlighted some key areas where improvement is needed to meet the needs of 21st century school students. The Review was specifically critical of school dependence on standardised testing, such as NAPLAN, deeming this model insufficient to advance student learning.

The 2018 Gonski Review have made it quite clear that continuous teacher improvement and differentiated teaching and learning are a key component to achieving better student outcomes in schools. Data is an essential tool for developing a tailored teaching strategy to meet student needs, however many schools struggle to collect, manage and interpret data and implement it to achieve better student results.

The Data Driven Evidence Based Teaching in Schools conference will explore how schools can utilise data and evidence to differentiate teaching according to student needs and develop staff capabilities in data collection, utility and interpretation to foster better evidence based teaching practice and consolidate improved learning outcomes in schools.

You will learn how to
  • Collect & manage quantitative & qualitative data to benchmark student progress
  • Interpret & apply data for evidence based approaches in the classroom
  • Monitor & evaluate learning outcomes through evidence informed practice
  • Improve data accessibility to improve teacher engagement & foster a culture of evidence
  • Support innovation amongst teaching using evidence to differentiate & tailor learning for student needs

  • Who will attend?
    Principals & Senior School Leadership with responsibilities for:
  • Teaching
  • Learning
  • Professional Development
  • Research
  • Curriculum
  • Pedagogy

  • This conference will address the following Australian Professional Standards for Teachers Standards:

    Professional Knowledge Standard 1 - Know Students and how they learn
    1.2 Understand how students learn
    1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

    Professional Knowledge Standard 2 - Know the content and how to teach it
    2.1 Content and teaching strategies of the teaching area
    2.2 Content selection and organisation
    2.3 Curriculum, assessment and reporting
    2.5 Literacy and numeracy strategies

    Professional Practice Standard 3 - Plan for and implement effective teaching and learning
    3.1 Establish challenging learning goals
    3.2 Plan, structure and sequence learning programs
    3.3 Use teaching strategies
    3.6 Evaluate and improve teaching programs

    Professional Practice Standard 4 - Create and maintain supportive and safe learning environments
    4.4 Maintain student safety

    Professional Practice Standard 5 - Assess, provide feedback and report on student learning
    5.1 Assess student learning
    5.2 Provide feedback to students on their learning
    5.3 Make consistent and comparable judgements
    5.4 Interpret student data
    5.5 Report on student achievement

    Professional Engagement Standard 6 - Engage in professional learning
    6.1 Identify and plan professional learning needs
    6.2 Engage in professional learning and improve practice
    6.3 Engage with colleagues and improve practice
    6.4 Apply professional learning and improve student learning

    Sponsorship opportunities
    We work closely with corporate partners to create unique & innovative tailored sponsorship packages that best meet specific sales, marketing & business development objectives. Contact Faye Hampton on 02 9239 5737 or via email to find out more about sponsorship opportunities.

    Attend to learn:

    • Critically examine qualitative & quantitative data collection & management
    • Effectively interpret & utilise data to enhance school strategy
    • Applying data to enable differentiated teaching & learning
    • Making data accessible to educators & engaging them in evidence

    Agenda Highlights

    Day 1

    Day 2


    What People Are Saying

    • “The range of ideas and expertise I was privileged enough to be exposed to at the conference was excellent. I took away lots of new ideas to add to and refine what I am already working on in my school. The opportunity to discuss such an important, specific topic with like-minded colleagues was invaluable, and I’ve made lots of links with schools which I hope will continue to enrich us all in coming months.”

      Kerri Batch
      College Head of Learning, AItken College
    • “An excellent professional development experience – real teachers, presenting real stories about the successes and challenges experienced along their teaching and learning journeys.”

      Jacqui Zervos
      Executive Director - Educational Innovation, Brisbane Grammar School
    • “The Evidence Based Teaching in Schools Conference was a very productive two days, where we got more of an insight into how other schools used data in an effective and efficient way. Listening to presenters from Australian schools also gave more of a contextualised viewpoint – we could relate to them, which also meant we could take on board some of their ideas.”

      Vildan Gurbuz
      Primary Curriculum Deputy Principal, Amity College


    • 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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