The school connects student assessment with learning The school encourages Teachers work in teams to analyse Documented whole-school Analysis of student assessment is teaching teams to work assessment data and monitor assessment strategies develop used explicitly by teacher teams to together to identify and use students’ learning as part of regular teachers’ capabilities to use a range inform curriculum development and different assessment lesson planning and review. They of assessment data to diagnose teaching practice. There is a strategies appropriate to identify implications for future lesson learning needs and inform planning reflective cycle of planning, learning. planning including curriculum content for student learning. teaching and assessment using and pedagogical approaches. evidence-based strategies. Teachers evaluate and modify their teaching practice Teachers analyse student Teachers work in to analyse Teacher teams respond to the A approach to assessment data to identify the student learning data and reflect on student data analysis by adapting developing evaluative practice knowledge and skills students need the effectiveness of their own their pedagogical practice and prioritises time and resources to meet the expected standards. teaching. refining assessment and for teams to scrutinise their curriculum delivery. impact on students’ progress. Teachers identify appropriate Teachers identify appropriate areas for their own professional learning to their Team planning and professional Teachers are skilled in monitoring the professional learning and look knowledge and skills including learning time prioritises assessment impact of their practice and are able for opportunities to build new research, based strategies, data analysis. to take control of their own learning. knowledge and skills observation, and feedback and Teachers evaluate the effectiveness The school uses student learning including peer observation, coaching. of practice, new practices, data for strategic planning of teacher feedback and coaching. monitor student learning and seek individual and collective professional feedback from colleagues and learning. students to gauge the impact of changed practices.
The school connects student assessment with learning The school encourages teaching teams to work together to identify and use different assessment strategies appropriate to learning. Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review. They identify implications for future lesson planning including curriculum content and pedagogical approaches. Documented whole-school assessment strategies develop teachers’ capabilities to use a range of assessment data to diagnose learning needs and inform planning for student learning. Analysis of student assessment is used explicitly by teacher teams to inform curriculum development and teaching practice. There is a reflective cycle of planning, teaching and assessment using evidence-based strategies. Teachers evaluate and modify their teaching practice Teachers analyse student assessment data to identify the knowledge and skills students need to meet the expected standards. Teachers identify appropriate areas for their own professional learning and look for opportunities to build new knowledge and skills including peer observation, feedback and coaching. Teachers work in to analyse student learning data and reflect on the effectiveness of their own teaching. Teachers identify appropriate professional learning to their knowledge and skills including research, based strategies, observation, and feedback and coaching. Teacher teams respond to the student data analysis by adapting their pedagogical practice and refining assessment and curriculum delivery. Team planning and professional learning time prioritises assessment data analysis. Teachers evaluate the effectiveness of practice, new practices, monitor student learning and seek feedback from colleagues and students to gauge the impact of changed practices. A approach to developing evaluative practice prioritises time and resources for teams to scrutinise their impact on students’ progress. Teachers are skilled in monitoring the impact of their practice and are able to take control of their own learning. The school uses student learning data for strategic planning of teacher individual and collective professional learning.
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