Professional Documents
Culture Documents
Why
we
do
them:
IDT
meetings
are
about
knowing
and
tracking
where
all
our
students
are
within
the
cohort.
Data
Teams
provide
an
environment
for
teachers
to
have
rich
dialogue
around
teaching
and
learning.
The
team
measure
the
results,
or
impact,
of
their
work
through
the
use
of
assessments,
surveys,
observations
and
inventories
Know
thy
impact.
Data
teams
have
deliberate,
explicit
conversations
around
teacher
practices.
Teams
are
receiving
formative
feedback
as
a
result
of
their
implementation
of
strategies
to
impact
learning.
Through
the
identification
of
practices
that
are
effective,
it
allows
for
replication,
celebration
and
encouragement
to
stay
on
that
particular
course.
Beginning
with
the
end
in
mind
is
just
good
assessment
practice.
Formative
assessments
are
part
of
an
ongoing
process
to
monitor
each
students
learning
on
a
continuous
basis.
They
are
intended
to
inform
teachers
regarding
the
effectiveness
of
their
practice.
Formative
assessment
forms
an
integral
part
of
the
teaching
and
learning
process
at
both
formal
and
informal
levels
Informal
the
information
that
teachers
gather
during
lessons
and/or
series
of
lessons
to
adjust
the
pitch,
pace
and
direction
of
current
and
successive
lessons
What
we
do
every
day
when
we
are
teaching.
Formal
-
the
information
that
is
collected
to
provide
an
objective
and
detailed
picture
of
what
students
do
or
do
not
understand
about
particular
concepts
and
strategies
at
a
point
in
time.
Common
formative
assessments
A
collaboratively
produced
task
with
a
pre-determined
set
of
expectations
and
questions
to
elicit
the
responses
that
demonstrate
particular
understandings.
*This
information
needs
to
be
recorded
on
a
year
level
template
in
order
to
inform
individual
student
checklists.
A
process
of
regular
conversation
around
the
evidence
of
student
learning
and
the
teacher
practices
that
have
influenced
and
impacted
this
learning.
How
we
do
them:
It
is
a
consistent
and
systemic
process
1. Collect
the
data
2. Analyse
the
data
3. Set,
review
and
revise
incremental
goals
4. Strategies
5. Result
indicators
6. Monitoring
and
evaluating
For
IDTs
we
first
need
to
collect
common
data
that
will
gives
us
the
information
we
need
to
know.
2
types
of
data
1. Effect
data
student
achievement
and
outcomes
for
each
period
of
time
between
meetings.
2. Cause
data
the
identified
and
noted
strategies
used
that
have
had
an
impact
on
the
student
learning.
Deliberate,
explicit
conversations
around
the
teaching
practices.
December 2015
The
process
for
collecting
data
to
analyse
in
your
IDTs
starts
with
what
you
are
doing
in
your
planning
process.
How
you
collect
and
analyse
the
information
from
your
formative
assessment
during
teaching,
will
inform
your
ability
to
mark
off
student
checklists.
Methods
of
collecting
data
could
include:
- Plan
and
use
common
formative
assessment
tasks
- Plan
questioning
and
documenting
student
responses.
- Have
an
assessment
template
for
recording
information
- Analysing
student
work
samples
and
tasks
and
record
observations
- Copies
of
annotated
student
work
- Anecdotal
notes
Formative
assessments
are
part
of
an
ongoing
process
to
monitor
each
students
learning
on
a
continuous
basis.
They
are
intended
to
inform
teachers
regarding
the
effectiveness
of
their
practice.
Common
formative
assessment
tasks
need
to
be
developed
collaboratively.
What
do
we
want
our
students
to
achieve
when
we
are
teaching
a
particular
sets
of
concepts
/
skills
/
knowledge?
What
will
this
look
or
sound
like?
What
tasks
and/or
questions
have
been
strategically
placed
within
our
teaching
to
ascertain
this
information?
The
information
gathered
is
then
used
to
transfer
to
individual
checklists.
There
is
an
expectation
that
all
team
members
have
written
information
from
their
common
formative
assessment
tasks
that
can
be
used
for
review
and
analysis
to
formulate
judgements
on
student
growth
over
that
period
of
time.
This
needs
to
be
completed
in
readiness
prior
to
each
IDT.
Individual
student
checklists
outline
the
skills
and/or
knowledge
each
student
has
achieved.
(Common
formative
tasks
together
with
our
formal
and
informal
assessments
inform
our
checklists).
Student
checklists
are
a
reflection
of
formative
assessment
but
should
not
be
used
as
formative
assessment.
Checklist
data
is
transferred
to
Tracking
tools
when
there
is
sufficient
evidence
that
the
student
is
proficient
in
this
area
(EG:
when
dates
or
ticks
have
been
entered
on
individual
checklists
to
indicate
that
students
are
proficient
with
the
particular
statement).
Tracking
tools
should
be
displayed
in
a
central
area
(away
from
student
viewing)
where
all
team
members
can
access
them.
These
documents
can
be
filled
in
at
any
time
when
the
skill
has
been
achieved.
Tracking
Tools
reflect
the
growth
and
is
depicted
on
the
charts
through
a
colour
coding
system
(We
use
our
individual
student
checklists
to
inform
the
cohort
tracking
tools).
The
colours
that
you
use
need
to
change
between
each
IDT
to
show
the
growth
since
the
previous
meeting.
IDTs
are
about
keeping
our
eye
on
the
targets.
1.
2.
3.
4.
5.
6.
You
must
come
prepared
with
everything
that
you
will
need
to
support
your
discussions
and
judgements
during
your
IDT
meetings.
This
could
include
formative
assessments,
student
checklist
and
tracking
tools,
as
all
play
a
part
in
the
discussion
and
will
make
your
conversations
relevant.
December
2015
In
these
meetings
you
need
to
review
whether
students
are
progressing
over
that
period
of
time
as
expected.
You
may
reflect
on
why
or
why
not
this
may
be
occurring,
however
you
are
reflecting
on
teacher
practice.
Discussions
should
centre
on
what
teaching
practices
have
worked
well
and
what
changes
will
be
required
to
address
your
hunches?
Discussions
during
IDTs
are
recorded
in
IDT
minutes
documentation
and
are
distributed
to
all
team
members.
A
summary
then
needs
to
be
collated
including
the
growth
for
all
students.
The
summary
needs
to
include
the
students
who
have
been
identified
as
below
or
above
expected
growth
for
that
particular
time
frame
(4
5
weeks)
Alongside
these
should
be
the
teacher
practices
that
have
worked
effectively
and
had
a
positive
impact
on
student
outcomes,
together
with
how
and
where
they
can
be
implemented
in
the
future.
The
minutes
are
to
be
used
at
planning
meetings
to
recall
the
identified
high
impact
strategies
to
be
used
for
future
teaching
programs.
When
we
do
them:
Data
should
be
discussed
on
a
regular
basis,
regularly
tracking
student
growth
and
areas
of
need.
IDTs
need
to
be
completed
on
a
consistent
4
to
5
weekly
basis,
in
conjunction
with
the
School
Data
Team
meeting
timetable.
All
curriculum
areas
do
not
need
to
be
analysed
at
once,
so
long
as
they
have
all
been
addressed
prior
to
each
School
Data
Team
meeting
(Leadership
Team).
During
SDT
the
data
is
reviewed
on
a
school
wide
basis
where
effective
practices
are
shared
by
the
various
year
levels
and
support
can
be
sought
where
needed.
December 2015
Timing
of
IDT
conversations
may
vary
depending
on
what
stage
of
the
teaching
and
learning
process
you
are
currently
in
and
on
the
curriculum
area
you
are
discussing.
Questions
to
drive
our
conversations
within
IDT
meetings:
There
are
multiple
questions
that
drive
your
conversations
when
participating
in
an
Instructional
Data
Team
Meeting.
IDT
discussions
to
enable
sharing
of
analysed
data
Did
the
students
demonstrate
the
growth
that
was
expected
of
them?
What
and
how
has
this
growth
been
demonstrated?
(Informal
and
formal
formative
assessments)
What
is
the
evidence
telling
us,
what
does
it
mean,
how
can
we
use
it
to
improve
what
we
do
next?
What
do
we
need
to
change
if
expected
growth
has
not
been
achieved?
What
strategies
were
used
to
achieve
growth?
How
and
why
did
they
impact
on
the
student
learning
results?
Think
about
what
is
occurring
with
the
growth
of
your
students.
Whats
contributing
to
the
growth
of
each
group?
Identify
the
names
of
the
students
to
put
a
face
to
the
data
and
guide
your
conversation.
What
hunches
do
we
have
about
students
who
have
not
shown
growth
as
expected?
What
practices
and
processes
can
we
as
teachers
implement
to
address
these
ideas?
Planning process
December 2015