The course comprises four modules. Each module has varying contact hours with the course facilitator, online discussion, and self-directed study
Module One (week one) The theory and process of data-informed practice and multiple sources of evidence to inform decision making.
This module explores the evidence base for data-informed improvements in student learning in schools. Participants discuss the multiple sources of evidence schools can use to monitor performance. We will consider what data are important for continuous school improvement and how analysing multiple sources of evidence strengthens evidence-based decision making.
Module Two (week two) Assessment as data sources
This module examines assessment and grading as data sources and includes an exploration of the fundamental purpose of assessment. The module introduces ACER’s distinctive approach to assessment.
Module Three (week nine) Data plans in schools
This module examines how a school can establish and enact a clear vision for using data to inform decision making by developing a data plan. We will examine the key elements of an effective data plan and the conditions that support data use in schools. This module will also discuss assessments as an integral data set and how ACER’s understanding of learning progressions is emblematic of our approach to assessment. We examine how learning progressions can be used to understand and monitor growth in learning.
Module Four (week 10): Building a data culture
This module focuses on evidence-based theories, strategies, and practices for building a data culture in a school, including professional learning communities, communities of practice, and the spiral of inquiry. The module also investigates how the inclusion of key stakeholders – teachers, staff, Board/Council members and students – are critical to this culture and the success of the school’s data plan and improvements in student learning.
Driving data-informed practice specifically addresses the characteristics of Domain 2: Analysis and Discussion of Data from the National School Improvement Tool © and draws upon the characteristics of Domain 5: Driving data-informed practice from the Principal Performance Improvement Tool ©.