Thinking

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Thinking And Learning Schools Alliance
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Performance Information
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Student achievement
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Moral and social
Personal
Learning
Performance picture - main characteristics
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Age
Gender
Experience
Socio / economic
Ability
Ethnicity
Performance picture - personal characteristics
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Potential
Progress
Current
Reading / numeracy age
Achievement reference point
Learning behaviours
Preferred learning style
Attitude to learning
Life skills / career choice
Performance picture - learning characteristics
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Student achievement - the key questions

• How has the student done for his ability? Is the
  work set at the right level?
• Has the student progressed? Is the work being
  carried out at the right pace?
• How has the student done in this subject compared
  to his others?

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Student achievement - the key performance measures
Value added ability (CCATS)
Value added progress (last provisional test)
Residual comparison (school national)
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What is our challenge?

• To use the information to inform the
• evaluation of our performance

In order to do this we must -

• Accept the performance information within
• our context and use the information
• to decide where to reduce the disparity and
• where to feed the top

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Plotting students performances
Working above the normal pace but at too low a
level
Working above the normal pace at the
correct level
Working above the normal pace at a higher level
A b o v e O n B e l o w
P r o g r e s s
Working at the normal pace but at too low a
level
Working at the normal pace at the correct level
Working at the normal pace at a higher level
Working below normal pace and at too low a level
Working below normal pace but at the correct
level
Working below normal pace but at a higher level
Below On
Above
Ability
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Teaching group disparity
-3 -2 -1 0 1 2 3
3 2 1 0 -1 -2 -3
3 2 1 0 -1 -2 -3
P a c e - p r o g r e s s
Range of disparity
-3 -2 -1 0 1 2 3
Expectations - Ability
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Teaching group disparity - now
-3 -2 -1 0 1 2 3
3 2 1 0 -1 -2 -3
3 2 1 0 -1 -2 -3
P a c e - p r o g r e s s
1
2
6
3
4
5
-3 -2 -1 0 1 2 3
Expectations - Ability
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Teaching group disparity - future
-3 -2 -1 0 1 2 3
3 2 1 0 -1 -2 -3
3 2 1 0 -1 -2 -3
P a c e - p r o g r e s s
1
6
2
3
4
5
-3 -2 -1 0 1 2 3
Expectations - Ability
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Tutors as Learning Managers

• Understand the data
• Provide opportunity to engage with the
  information
• Recognise disparity / identify learning chains
• Feed the top
• Provide for learning to happen - Maslow

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LEARNING
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The Passionate Teacher

• Of some of our teachers, we remember their
  foibles and mannerisms, of others their kindness
  and encouragement, or their fierce devotion to
  standards of work that we probably did not share
  at the time. And of those who inspired us most,
  we remember what they cared about, and that they
  cared about us and the person we might become. It
  is the quality of caring about ideas and values,
  this fascination with the potential for growth
  within people, this depth and fervour about doing
  things well and striving for excellence, that
  comes closest to what I mean in describing a
  passionate teacher.
• Robert Fried (1995)

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Moral and social
Personal
Learning
Performance picture - main characteristics
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The variables effecting our students performance
Our contribution
Socio- economic
Ability
Gender
Experience
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Ladies and gentlemen of Ravens Wood
Performance picture - Moral and social
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In order to demonstrate improvement we have to
measure the value we add for each student and
contrast that with the value we have added to
similar students in the past. For this to happen
we have to become an information rich learning
community.
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Achievement Reference Points
Individual Related World Related Control
Related Self Related
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Key Questions for the Learning Managers

• Achievement Reference points
• Learning Behaviours - Action potential
• Wider opportunities
• Self image
• Attitude to learning