illustrations of practice
In late 2014, I worked with another teacher to coordinate the school's formal reporting procedures. This included communication with staff, development of procedures associated with deadlines etc., and restructuring reports.
Through this role, I have worked closely with the school's Data Analysis Leader to support staff and report back to the Senior Leadership team. As a result of these opportunities, I feel that I have demonstrated evidence of Focus area 5.5 - Report on student achievement at the Lead Level: Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
Stage 2 internal & external Moderation
As a result of being a Stage 2 Mathematical Studies moderator for two years, I have developed my ability to make consistent and comparable judgements specific to the SACE Board's guidelines and operating procedures. By doing so, I have been a suitable person to lead internal moderation procedures for Stage 2 Mathematical Studies classes. Through doing so, I feel that I have demonstrated evidence of Focus area 5.3 at the Lead level: Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
Using tools like Survey Monkey and the Teaching for Effective Learning Compass, I have been able to use data to critically analyse my own practice, my students engagement, and their achievement to better inform how and why I do certain things in the classroom. As well as this, the teaching team I work with regularly use similar data collection and analytical methods to further our understanding of student engagement and performance across cohorts. By using such strategies, I feel that I have effectively demonstrated evidence of Focus area 5.4 - Interpret student data at the Highly Accomplished Level: Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.