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
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 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.”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.”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.”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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