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On Thursday, The Educator spoke to Lourdes Hill College principal, Robyn Anderson, about how the school is improving student outcomes through the use of a successful teaching and learning toolkit.
Today, we speak to Helen Butler, who is principal of Keilor Views Primary School, located in Victoria. Keilor Views has been using the Evidence for Learning toolkit since its launch in May 2016, when it was first introduced by the education department.
Butler said that while there are a lot of resources available to help teachers and leaders in schools, not all of these are as effective in meeting the needs of her students.
“We needed to identify ways we could be more discerning about all of the information out there,” Butler told The Educator.
“The Evidence for Learning Toolkit was one resource that actually helped us in this process – including which data and research to look at – and how to choose which interventions or practices will be the most effective.”
Butler said the toolkit is used as part of the school’s Professional Learning Teams and Communities of Practice to support decision-making processes and professional learning.
“Our staff have become more aware of how to look at research critically, and consider whether it is applicable to our learners and our context and data,” Butler said.
“It has then supported teachers to design targeted, effective and engaging curriculum. As a result of this, our learners are more active participants in their learning.”
Butler said that in terms of more concrete outcomes, one only needs to look at the school’s NAPLAN results.
“If you compare our school to others with similar cohorts we perform above the average in lots of areas, including Year 5 reading, writing, grammar and numeracy,” she said.
“While most of the credit for this rests with our learners, it is also down to the amazing teachers we have who are open to reflect and continuous learning using the toolkit’s research resources.”
Butler said the school uses a range of measurements, including both qualitative and quantitative sources.
“These include talking to students, multiple measures of outcomes ranging from teacher judgments in reports to attendance and surveys of satisfaction as provided by the Department of Education and Training,” she said.
“We analyse all this data and decide the next step for each student through our Professional Learning Teams, Communities of Practice and as part of our coaching program.”
Butler said the school has embraced the NAPLAN as one of many tools it uses to confirm the impact that its teaching and learning programs are having.
“NAPLAN does not capture everything going on in our school, but it is a one way for us to measure how we’re doing,” Butler said.
“Having access to detailed performance data, extra resources and expertise helps our school get the best out of learners.”