Submission 3741 by Jaci Commons on 27 April 2022

The Visible Learner

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our students feel it is okay to say, “I don’t know” or “I need

help.”:

Learners are visible learners, able to talk about their learning.:

Learners can describe what a good learner looks like in our

school.:

Our students are engaged and active participants in the learning

process.:

Our improvement plan incorporates a focus on developing

assessment-capable visible learners.:

We have a clear picture of the type of learner we are aspiring to

have in our school.:

There is a shared view across the school about the desired

learner characteristics.:

There is a shared language of learning in the school.:

Our instructional leaders promote Visible Learning within the

school.:

Leaders and teachers empower students to take greater

ownership of their own learning.:

Leaders and teachers clearly communicate valued learner

characteristics to students.:

Student voice is evident in decision-making across the school.:

Our students can explain the assessments they take and what
they tell them about where they are in their learning.:

Learners are able to articulate where they are in their learning

and their next learning steps.:

The data we have collected about the learning characteristics of

our students inform and drive our professional learning
development system.:
Our staff and team meetings focus on how to develop the
characteristics of assessment-capable, visible learners.:
 Lesson plans show deliberate efforts to develop assessment-
capable, visible learners.:

We know, from the students’ perspective, the impact of the

master schedule and tracking decisions on student learning.:

Senior staff carries out regular walkthroughs and observations

with feedback.:

Senior staff walkthroughs and observations include a focus on

how the learners are learning (rather than on how the teachers
are teaching).:
Our appraisal system includes gathering student voice and/or
includes observations of the ways students are learning (rather
than the ways teachers are teaching).:

Know Thy Impact

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Teachers are comfortable sharing achievement data with one

another.:

Staff take a shared responsibility for addressing any achievement

concerns.:

The impact we are having and aspire to have on student

achievement is reflected in our improvement plan.:

We have a focus on learning and progress (as opposed to

teaching and achievement).:

Our school self-review is based on what we know about our

impact on student achievement at the class, teacher, and school
level.:
There is a person or a team in our school that has responsibility
for monitoring and tracking student progress and achievement.:

We have a process for ongoing review of student data.:

The person/team responsible for monitoring progress and

achievement do so throughout the year and over time and make
this information available to teachers.:
Our data and evidence drive practice.:

Leaders and teachers share achievement data with learners and

take a shared responsibility for addressing any achievement
concerns with learners.:
 Our student management system records useful data from
multiple sources that are used to monitor and interpret
achievement and progress and compare this to targets that we
have set.:
Monitoring tools are used to track progress and achievement.:

There is a shared understanding of what progress looks like

across the school.:

We disaggregate the data to analyze the impact we are having on

different groups of students (ethnicity, gifted and talented
students, and students with special needs, etc.).:
We plan our professional learning development system based on
the impact we are having at the student, class, teacher, and
school levels.:
The professional learning development system assists teachers to
solve instructional problems, interpret events in progress, and
test hypotheses.:
We routinely analyze the impact we are having on individuals and
groups of students (using effect sizes) at regular staff and team
meetings.:
Teachers systematically use data and evidence to plan lessons
and next learning steps.:

Lesson plans make clear the learning intentions and success

criteria for each lesson.:

Our students are taught to be assessment capable.:

We gather and analyze data about the impact class placements

(tracking) have on student achievement.:

We plan our walkthroughs and observations based on the student

and teacher needs we are focusing on.:

We use data from walkthroughs and observations to inform our

professional development system.:

Through our appraisal system, we consider the impact each

teacher is having on student learning.:

Visible Teaching and Leading

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

All teachers deliberately and actively create a climate of trust in

their classrooms and develop effective teacher-student
relationships.:
 All teachers feel it is okay to take risks, to say, “I don’t know” or
“I need help.”:

There is a high degree of relational trust among staff.:

Our improvement plan shows a deliberate strategy for raising

teacher capability based on the research of what makes the
greatest difference to student learning.:
The school has a clear picture of the quality practice expected
from teachers.:

There is a shared understanding across the school about what

makes a good teacher.:

Somebody has responsibility for monitoring the mindframes of

teachers and leaders and the levels of relational trust among the
staff in the school.:
Decisions are evidence-based and research informed.:

Teachers make the learning intentions and success criteria clear

to students.:

Multiple methods of assessment are used by teachers, including

diagnostic, formative, and summative assessments.:

The school talks to learners about the quality of teaching they

receive.:

The professional learning development system is based on a

knowledge of what and how teachers are teaching.:

Staff and team meetings provide opportunities for teachers and

leaders to plan and problem-solve collaboratively.:

Teams set targets as part of the team and staff meetings.:

Teachers collaboratively plan a series of lessons with learning

intentions and success criteria.:

Teachers systematically use data and evidence to plan lessons

and next learning steps.:

The master schedule allows for opportunities for teachers to meet

to plan and moderate assessments.:

Our master schedule development processes allow groups of

teachers who need to meet to have the time to do so.:

We deliberately look for and give feedback on different aspects of

the elements of inspired and passionate teaching.:

Our appraisal system includes teachers and leaders setting goals

and targets based on student achievement data and student
feedback.:
Effective Feedback
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

The school culture encourages students to actively seek feedback

from their teachers and peers.:

The students in the school have a voice, and they believe they’re
listened to.:

Leaders and teachers work to develop high levels of relational

trust in the school so that feedback can be openly given,
received, and used.:
Our SIP and self-review processes incorporate feedback from
students, their families, and staff.:

The school has a clear picture of the type of feedback culture and
practice that we aspire to have.:

Every teacher in the school receives feedback from a person who

has allocated responsibility to do this.:

Students get regular, just-in-time, just-for-me feedback about their

learning.:

Teachers use information from student assessments as feedback

about the effectiveness of their teaching.:

Student feedback is routinely sought at all levels.:

There are opportunities for students to give teachers feedback.:

We talk to learners about the nature and quality of the feedback

they receive.:

Teachers and leaders have the opportunity to learn about the

different levels of feedback and how to build a culture in the
school and classroom where feedback is welcomed and valued.:
Student voice/feedback is woven into staff and team meetings.:

Teachers plan lessons, that allow for regular feedback to

students.:

Our school systems allow teachers to be regularly observed by

their peers and seniors and provide feedback.:

Walkthroughs and observations focus on the type and quality of

feedback being received by students.:
 We give teachers and leaders feedback as part of the appraisal
process.:

We seek and respond to student feedback as part of the appraisal

process.:

School/Classroom Environment
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our students feel it is okay to say, “I don’t know” or “I need

help.”:

Learners are visible learners, able to talk about their learning.:

Learners can describe what a good learner looks like in our

school.:

Our students are engaged and active participants in the learning

process.:

Teachers are comfortable sharing achievement data with one

another.:

Staff take a shared responsibility for addressing any achievement

concerns.:

All teachers deliberately and actively create a climate of trust in

their classrooms and develop effective teacher-student
relationships.:
All teachers feel it is okay to take risks, to say, “I don’t know” or
“I need help.”:

There is a high degree of relational trust among staff.:

The school culture encourages students to actively seek feedback

from their teachers and peers.:

The students in the school have a voice, and they believe they’re
listened to.:

Leaders and teachers work to develop high levels of relational

trust in the school so that feedback can be openly given,
received, and used.:
Aspirations & Improvement Planning
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our improvement plan incorporates a focus on developing

assessment-capable visible learners.:

We have a clear picture of the type of learner we are aspiring to

have in our school.:

There is a shared view across the school about the desired

learner characteristics.:

There is a shared language of learning in the school.:

The impact we are having and aspire to have on student

achievement is reflected in our improvement plan.:

We have a focus on learning and progress (as opposed to

teaching and achievement).:

Our school self-review is based on what we know about our

impact on student achievement at the class, teacher, and school
level.:
Our improvement plan shows a deliberate strategy for raising
teacher capability based on the research of what makes the
greatest difference to student learning.:
The school has a clear picture of the quality practice expected
from teachers.:

There is a shared understanding across the school about what

makes a good teacher.:

Our SIP and self-review processes incorporate feedback from

students, their families, and staff.:

The school has a clear picture of the type of feedback culture and
practice that we aspire to have.:
Human Resource Allocation & Responsibilities
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our instructional leaders promote Visible Learning within the

school.:

Leaders and teachers empower students to take greater

ownership of their own learning.:

Leaders and teachers clearly communicate valued learner

characteristics to students.:

Student voice is evident in decision-making across the school.:

There is a person or a team in our school that has responsibility

for monitoring and tracking student progress and achievement.:

We have a process for ongoing review of student data.:

The person/team responsible for monitoring progress and

achievement do so throughout the year and over time and make
this information available to teachers.:
Our data and evidence drive practice.:

Leaders and teachers share achievement data with learners and

take a shared responsibility for addressing any achievement
concerns with learners.:
Somebody has responsibility for monitoring the mindframes of
teachers and leaders and the levels of relational trust among the
staff in the school.:
Decisions are evidence-based and research informed.:

Teachers make the learning intentions and success criteria clear

to students.:

Every teacher in the school receives feedback from a person who

has allocated responsibility to do this.:

Students get regular, just-in-time, just-for-me feedback about their

learning.:
Assessment Practices System
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our students can explain the assessments they take and what
they tell them about where they are in their learning.:

Learners are able to articulate where they are in their learning

and their next learning steps.:

Our student management system records useful data from

multiple sources that are used to monitor and interpret
achievement and progress and compare this to targets that we
have set.:
Monitoring tools are used to track progress and achievement.:

There is a shared understanding of what progress looks like

across the school.:

We disaggregate the data to analyze the impact we are having on

different groups of students (ethnicity, gifted and talented
students, and students with special needs, etc.).:
Multiple methods of assessment are used by teachers, including
diagnostic, formative, and summative assessments.:

The school talks to learners about the quality of teaching they

receive.:

Teachers use information from student assessments as feedback

about the effectiveness of their teaching.:

Student feedback is routinely sought at all levels.:

There are opportunities for students to give teachers feedback.:

We talk to learners about the nature and quality of the feedback

they receive.:
Professional Learning Development
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

The data we have collected about the learning characteristics of

our students inform and drive our professional learning
development system.:
We plan our professional learning development system based on
the impact we are having at the student, class, teacher, and
school levels.:
The professional learning development system assists teachers to
solve instructional problems, interpret events in progress, and
test hypotheses.:
The professional learning development system is based on a
knowledge of what and how teachers are teaching.:

Teachers and leaders have the opportunity to learn about the

different levels of feedback and how to build a culture in the
school and classroom where feedback is welcomed and valued.:

Staff & Team Meeting Schedules & Agendas

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our staff and team meetings focus on how to develop the

characteristics of assessment-capable, visible learners.:

We routinely analyze the impact we are having on individuals and

groups of students (using effect sizes) at regular staff and team
meetings.:
Our students are taught to be assessment capable.:

Staff and team meetings provide opportunities for teachers and

leaders to plan and problem-solve collaboratively.:

Teams set targets as part of the team and staff meetings.:

Student voice/feedback is woven into staff and team meetings.:

Instructional Design
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Lesson plans show deliberate efforts to develop assessment-

capable, visible learners.:

Teachers systematically use data and evidence to plan their

lessons and next learning steps.:

Lesson plans make clear the learning intentions and success

criteria for each lesson.:

Teachers collaboratively plan a series of lessons with learning

intentions and success criteria.:

Teachers systematically use data and evidence to plan lessons

and next learning steps.:

Teachers plan lessons, that allow for regular feedback to

students.:

Master Schedule & Instructional Grouping

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

We know, from the students’ perspective, the impact of the

master schedule and tracking decisions on student learning.:

We gather and analyze data about the impact class placements

(tracking) have on student achievement.:

The master schedule allows for opportunities for teachers to meet

to plan and moderate assessments.:

Our master schedule development processes allow groups of

teachers who need to meet to have the time to do so.:

Our school systems allow teachers to be regularly observed by

their peers and seniors and provide feedback.:
Instructional Quality Assurance
This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Senior staff carries out regular walkthroughs and observations

with feedback.:

Senior staff walkthroughs and observations include a focus on

how the learners are learning (rather than on how the teachers
are teaching).:
We plan our walkthroughs and observations based on the student
and teacher needs we are focusing on.:

We use data from walkthroughs and observations to inform our

professional development system.:

We deliberately look for and give feedback on different aspects of

the elements of inspired and passionate teaching.:

Walkthroughs and observations focus on the type and quality of

feedback being received by students.:

Appraisal & Improvement

This is common-place and systematically embedded in the school
This exists within the school but couldn't yet be considered common-place or systematic
Where this exists it is in very small pockets, an exception to the rule
This is not established practice in our school
We can't make a judgement – we need more information

Our appraisal system includes gathering student voice and/or

includes observations of the ways students are learning (rather
than the ways teachers are teaching).:
Through our appraisal system, we consider the impact each
teacher is having on student learning.:

Our appraisal system includes teachers and leaders setting goals

and targets based on student achievement data and student
feedback.:
We give teachers and leaders feedback as part of the appraisal
process.:

We seek and respond to student feedback as part of the appraisal

process.:
Source URL: https://www.visiblelearning.com/matrix2/chart/en/3741