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
Who will attend?
Principals & Senior School Leadership with responsibilities for:
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
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 firstname.lastname@example.org 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
- KEYNOTE: Collecting rich, ‘big’ data & providing evidence to improve student outcomes
- Engaging with informal & qualitative data to create a culture of thinking
- Centralising high quality data as an overview of student achievement
- Implementing evidence informed practice to monitor & evaluate learning outcomes
Australian Council for Educational Research
John Ainley is a Principal Research Fellow (and formerly Deputy CEO) at the Australian Council for Educational Research (ACER). As director of its national and international surveys research program he directed many policy-oriented evaluation studies for national and State education authorities. He has contributed to the IEA Civic and Citizenship Education Study (ICCS), the IEA Computer and Information Literacy Study (ICILS) and the OECD Teaching and Learning International Study 2018 (TALIS 2018). He also contributed to the Australian National Assessment Program sample studies of Civics and Citizenship and ICT Literacy. He is currently chair of the Advisory Council for the Centre for Education Statistics and Evaluation (CESE).
Brisbane Grammar School
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
Melbourne Grammar School
Andrew has worked in schools for 35 years, teaching secondary Mathematics and Sciences to VCE and A level. Most of his career has been in the Independent sector, although Andrew has taught briefly in the Catholic Sector as well as in a local comprehensive school in the UK. He is a graduate of the University of Melbourne and holds post-graduate qualifications from both Melbourne and Monash Universities. For the last 20 years, Andrew has been involved in senior leadership roles, strategic planning and curriculum design. Particular interests are creativity and problem solving; using data to inform decisions; the opportunities technology provides learners and teachers; and personalising learning. He currently holds the position of Director of Learning and Research at Melbourne Grammar School and is involved in supporting innovation and staff learning across the whole school. Education is at an exciting stage in its history and Andrew is keen to collaborate with others in co-creating outstanding programs and systems.
Research Australia Developments & Innovation Institute
Dr Cuttance has 45 years of experience as an educator, researcher and educational administrator. He taught mathematics and science in secondary schools and mathematics and economics in vocational education in New Zealand prior to taking up a career in educational research. He holds degrees in mathematics, science, economics, and education. Peter has substantial experience in working closely with schools throughout Australia in a number of roles. He has led programs that have been responsible for reviewing the performance of over 5000 schools (Victoria, NSW, South Australia, Queensland). Peter’s current work is focussed on providing schools with a fully automated system for analysing data on student performance and providing reports for schools that are written in the language of educators. His perspectives are not based on business analytics, which are very much in vogue, but aim to provide a reliable interpretation of data on student achievement and the factors that influence student performance.
GradeXpert is a Student Information System, including data management, analytics and reporting, that is an affordable, flexibleand 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.
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.
Many diverse factors influence student learning. ProLearning captures and analyses data to understand the diverse causes of learning, to inform improved learning and teaching.
- ProLearning is research-based, developed from years of educational research across thousands of schools and many school systems
- ProLearning enables schools to understand the various influences on student learning in order to deliver more effective teaching and learning strategies
- ProLearning harnesses intelligent systems to make sense of student learning in your school
- ProLearning places information and insights into the hands of teachers, whenever they ask for it
ProLearning saves schools time and money by:
- Automating repetitive data extraction and analysis that is undertaken multiple times every year, year-on-year
- Ensuring school decision-making is not undermined by inaccurate or incomplete data
- Providing a quantum leap in the quality of information that is available to staff across all roles in schools
- Identifying ineffective programs and improvement strategies within schools
- Improving teaching and student learning
What People Are Saying
“An excellent professional development experience – real teachers, presenting real stories about the successes and challenges experienced along their teaching and learning journeys”Brisbane Grammar School
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 …
Endorsers & Media Partners
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