In amongst my posts about dead cats and serendipity I have to remember that I started this personal blog in response to a request to give some Yoda-like advice about being a successful member of a successful SLT. And I haven’t done so since my very first post so here goes with the biggie: being the Data Fiend of SLT.
First of all a little background on me, given that I’m not the typical Data Fiend on SLT. I’m an ex Head of English who failed to sit my A-Level Maths because at the end of Y12 I scored 19% in my Pure Maths internal assessment (there were no AS Levels in them dark days) and 0% in my Statistics test. Yes, you heard right. 0% for Statistics because I panicked and never ever got the concepts of quartile and standard deviation. To be completely frank I still have no real idea of what standard deviation is.
I never came late to the data party during my stint as Second in English or as Head of English either. In fact at one school I was actually sent out of a full staff meeting for having the giggles when the Head was delivering, with a completely straight face, a tirade about how badly we were doing according to the PANDA and the PICSI. It sounded like a hybrid Chinese/Irish folk story to me. Even as I aspired to Assistant Headship – a time when I tried, against the grain of my natural inclination, to keep my nose clean in most respects – I was a regular contributor to the anti-Data debate within the staffroom.
Even as a member of an SLT with responsibility for teaching and learning and student leadership I frequently mocked (gently) my colleagues on the dark side of curriculum and data: see, there is a dark side to the dark side.
And then the unthinkable happened. I completed a data task on interview for a Deputy Headship role so well that the Head offered me the post with a responsibility for data: I had become the Data Fiend and a lifetime of mockery of others had found its own sense of schadenfreude. It was time to go from being the poacher to becoming the gamekeeper.
With all that in mind, here are my top tips for being the Data Fiend (With a Heart)TM on your SLT.
Keep it simple
Data doesn’t have to be complex. It needs to be end-user oriented, and that means students. Your job is to bear the burden of the complexities and be able to answer the tough questions from colleagues and, yes, inspection teams. But your job is also to filter away those complexities without patronising staff, parents and students.
Less is definitely more
Linked to the first point. You have to be familiar with RAISEonline, FFT, Jesson and SIMs Assessment Manager and you have to keep an eye on all the groups (ethnicity, SENDA, prior attainment, blah, blah, blah) but don’t transfer that over-abundance of data to your middle leaders and class teachers. I’ve tried it and failed spectacularly. Instead know what the main data is telling you and then help middle leaders to drill down only when they have to.
Use estimates not targets
No member of SLT can set targets for students based on any benchmarking programme. Only teachers, with the full picture of a student’s performance in the classroom, can do so. This document by the Fischer Family Trust gives exemplary guidance about this. Estimates are based on chance graphs and so it follows that more students will do either better or worse than their estimate, so why on earth would we want to set it as a target? In my opinion and experience estimates often raise expectations for both teachers and students (especially those with low prior attainment) but they can also be limiting if seen as a hurdle to be cleared. Where estimates have the greatest impact is in terms of whole cohorts and particularly whole cohorts over time: if a subject or school is consistently exceeding estimates for a cohort then there’s an almost statistical certainty that they’re doing something right.
Use cognitive abilities for estimates, not prior attainment
I initially used CATs, YELLIS and ALIS for estimates out of necessity as 30% of the cohort in my highly mobile school had no KS2 data. Now I wouldn’t have it any other way. Basing estimates on cognitive abilities is fairer to students who had a bad experience at primary school, students who found exams at 11 challenging and students who have low literacy (EAL or otherwise) but strong numeracy and non-verbal skills. Our last cohort of Y11s made spectacular ‘expected progress’ and ‘better than expected progress’ without having ever had estimates set on the basis of their KS2 results. A final reason for a switch to cognitive abilities estimates is back to the pragmatic: KS2 tests are being increasingly boycotted and the new curriculum for primary is level-free beyond those tests.
Worry about individuals and let groups take care of themselves
I was massively influenced on this one by a Data Fiend I once worked with as a middle leader and Assistant Head. His premise was simple: why focus on groups of students when, if you raise the achievement and progress of every student individually, you will tackle every potentially problematic group. And what is more in the process you will avoid being reactive and creating initiative overload. This is a difficult one in the current climate of narrowing the gap and one you will have to be prepared to defend yourself on, but I still wholeheartedly believe that it is the right approach. It will help if you have evidence of impact.
Quantitative Data is not infallible
At times many teachers, and SLT most of all, tend to see numerical and alphabetical data as being entirely objective and become unbending in their approach to analysis and evaluation of it. The truth is that it does have greater (although far from complete) reliability than the qualitative information we pick up from real interactions with teachers and students, but that it has much less validity. Taking information about attendance, behaviour, effort, aptitude, family circumstances and other factors into account when seeing achievement in the round is not necessarily about making excuses or having low expectations. It can be if teachers and leaders get the balance wrong, but you always have to weigh the two appropriately and individually for each child, and where staff have previously got that balance right then you have to exercise trust in their judgement. Where they have got it wrong previously then you have to provide support, not simply bash them with statistical certainties that are far from certain.
Data should serve pedagogy
The presence of data of itself does not improve learning. In the short term it can help a school that has been coasting to raise the achievement of individual students and, in doing so, raise its performance as an institution. The problem with such an approach is that data-driven improvement, particularly when it is linked to curriculum change only, will always reach its plateau. If schools are to push forward and improve the learning of students, then they can only do so by helping teachers to improve their practice. Data has a role to play in this but not if it is used to inculcate a climate of fear across the school. Instead data should serve pedagogy by allowing more effective transition in learning between key stages, and informing more effective differentiation within learning activities.
Data only ever asks questions
I cannot underestimate how many times you need to keep telling colleagues this if you are the Data Fiend (With a Heart)TM, especially those on the Senior Leadership Team. Data is a measure of outcomes (if we’re going to get all Ofstedy about it) and so leads to questions about the quality, efficacy and impact of provision. We should always be asking questions about these things anyway in our line management processes and our job is to inform these conversations, not dictate them. Middle Leaders, with good coaching questions, can quite often find themselves holding a final piece to the jigsaw that completely undermines any hypotheses that SLT have about achievement in their subject.
I don’t claim to have got everything (or anything) right in my time as a Data Fiend (With a Heart)TM but my school has seen results improve year on year without becoming an exams factory. My final piece of advice is to those promoted to the position of Data Fiend from a Maths or Science background. Make data sing to your Music teachers. Make data tell a story to your English teachers. Make it reveal humanity to your History teachers. Do that and you will do so much for data use in your school.
Aleisha Woodley
October 30, 2012
Hi,
Love this blog. I’m one of the ones on our SLT that looks at all data on an individual student level. It’s great to know that all SLTs have issues with data and getting it right for all audiences. As always it sounds like you do a fab job. I’d love to visit at some point if its not to presumptuous of me.
Enjoy the rest of half term.
Aleisha
kevenbartle
October 30, 2012
Thanks. Not at all presumptuous. I’d tell all potential visitors that I celebrate our successes and don’t broadcast our weaknesses, but that we get more right than wrong most of the time. Always happy to host visitors. Thanks again for your lovely words about the blog.
kristianstill
October 31, 2012
I recent had a good dig around the GL Assessment site and found a far amount of information of the use of CATs that might interest you. Also, I have been fortunate enough to have some interesting conversations with data fiends on the use of FFT and creative subjects. Always interesting.
Jen Leach (ded2je)
October 31, 2012
Apologies for hijacking your post. I would be really interested in reading some of your findings about the use of CATs. I am currently in the process of formulating a target setting model/process for year 7 as part of a new role. As you know I’ve been doing a lot of work around a flight path model of attainment and progression, but really keen on making sure we use all the data we have available to us as part of the process. Have formulated a new target setting model for year 10 which really involves MLT, teachers and students (this is a big development) for us and want to extend this to year 7. Thanks to you both for your inspiration so far.
Julian
October 31, 2012
Excellent summary which has been very useful on a personal level given that I have just begun my teaching journey. Thank you. My experiences with data have invariably ended with the question why? This, in most cases, leads to a more human / qualitative centred discussion. Your closing paragraph therefore appeals to my slightly post-positivistic bias.
kevenbartle
October 31, 2012
Thank you. Personally if I ever become a Head I think I might persuade the least positivistic DHT or AHT to take on the Data Fiend mantle. A healthy dose of scepticism makes for a better approach.
ded2je
October 31, 2012
Really interesting read and I particularly liked the closing statement. Having just completed an internship on our SLT and about to embark on my first AHT post in charge of Standards and Achievement, this has certainly has been some food for thought. I have a real passion and interest in data as a tool for really help to improve learning and teaching. My first passion is learning and teaching and I hope that I will be really able to rebrand data to the SLT team (most of whom are really weary of it) and also the teaching team as a whole. I think one of the big issues seems to be that data is often something that is done to people (SLT, teachers, students) and not something that is done with them. Changing this I think is key to even bigger changes else where. Look forward to reading further blogs a long the way.
Jen Leach (ded2je)
October 31, 2012
Really interesting interesting read and I particularly liked the closing statement, I think this will be a mantra I tell myself again and again as I just start a new role as an AHT. I think one of the big issues is that people become afraid of data and MLT, teachers and students find it becoming something that is done to them, not with them. As a MLT I’ve always tried to make sure my team sees data as a vital tool in being able to deliver the best learning and teaching possible, the challenge is now to make this a reality whole school.
I look forward to reading further blog posts.
Piers Young (@piersyoung)
October 31, 2012
Interesting read – thanks. What I liked most was the balanced approach. There always seem to be the twin straw men of number obsessives and “go with your feelings” intuitionists, neither of which depictions are fair.
Personally, I think the most valuable uses of any such data are a) to show us when we are things wrong and b) following on from that, to give us clues – even if it’s just about conversations I need to have – that might help us improve. I wondered if your school uses your data for that sort of thing? And if so, how easy has it been persuading staff to see that in a positive light?
kevenbartle
November 1, 2012
Thanks for the feedback Piers. I think that most things are shades of grey and data is no different: what Forster meant about connecting the poetry and the prose I suppose.
Most of our data is for internal usage about students performance before exams. We have HoDs of core subjects and Heads of Year and inclusion workers at these meetings to explore pastoral issues. Our retrospective analysis of exam data is fairly limited as it is dead data. Only so much that you can learn to apply to a different cohort. Better to get on with looking at their love data.
myfimorgan
November 1, 2012
Kevin, thank you for this. As someone who is trying to develop her skill set so that she can move up the ladder I really need to get a grip on Data. I’m also a person who sat and cried the whole way through her GCSE Statistics exam and achieved a D! My question is that I am supposed to analyse my data for the post 16 students and yet nobody tells me what information they are looking for? I sit staring at a blank spreadsheet not know what to produce apart from percentages of students achieving and not achieving etc. Is it supposed to be that simple? Something tells me that I should be looking for some sort of deviation from the mean etc so that I can compare our progress to that of the national average but I don’t know where to start. When I ask the questions no-one is really able to give me a straight answer. Are there any guides such as ‘dummies guide to producing school statistics’, or seriously do you recommend any books, blogs etc to help get me started?
THANK YOU
kevenbartle
November 1, 2012
Hi there. About your post-16 students: do they have ALIS estimate grades for you to compare past or current attainment of your students to? Without that all the percentages in the world are relatively meaningless. It’s their achievement against their expectations that is most important. Your school can also get feedback from ALPS which gives a subject level performance indicator. I’d be surprised in this data-literate day and age if they didn’t have either ALPS or ALIS. Ask your DHT in charge of data and/or sixth form if they have this. That would be your best starting point. Kev
verbergen
April 24, 2013
I found your site while looking around on http://dailygenius.
wordpress.com/2012/10/30/doing-data-as-a-member-of-slt/.
Have you got any sort of information on methods to get registered on http://dailygenius.
wordpress.com/2012/10/30/doing-data-as-a-member-of-slt/?
I’ve been concentrating on it for some time but they still won’t take me.
Cheers
DrMacBatts
June 22, 2013
I really enjoyed this post. I’m a PE teacher so learnt data an odd way! My question would be, if you were opening a 14-19 college what types of data would you use to set targets?
Ed Cadwallader
July 3, 2013
I’m an independent consultant who advises schools on good data practice and I wholeheartedly agree with Kevin when he says ‘use data for estimates not targets’. Spreadsheets don’t know what pupils are capable of and they never will. My advice would be to use estimates from FFT or CATS and to involve the students in the process. Explain that ‘this the average outcome achieved by people who scored the same as you on the baseline test – do you think you can match it, or do better?’
Also never use student targets for performance management of staff – if you do they’ll fight to keep targets low. Use pupil progress instead, that way staff have nothing to lose by encouraging students to aim high.