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Building Data-Informed Collaborative Teaching Teams
By Dr Selena Fisk – Principal Consultant, Aasha for Schools
Australian teachers are encouraged to work collaboratively in teams through regular cycles of planning, implementation and reflection in order to have a positive impact on student learning (AITSL, n. d., 2011). When teachers collaborate and reflect on the impact they have in their classrooms, consider the progress that their students have made, identify trends in student results, and then adjust their pedagogy accordingly, they are being truly responsive to students’ needs. To maximise their accuracy and effectiveness, collaboration and regular cycles of team planning require access to, and reflection on, student data and evidence. In a perfect world, teaching teams would meet and reflect on cohort, class and individual student data. Together, they would unpack challenges and achievements that their students have experienced, and the teaching team would work together to plan the next steps for teaching and learning. However, the notion of sharing and working with data in this way – particularly with peers – can be a daunting concept, especially for those who are new to the practice, or if the school culture has not traditionally supported the open sharing of student data.
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