Student Achievement Data: What to do?

New year, new responsibilities. 

I started 2019 thinking about my Year 10 Cohort and the journey that is before us. I was thinking about what I could do help support my Year 10 Cohort, what I could do help them bridge the gap from Junior school to Level 1. That was until the role of Co-HOD of the English Department was offered. A pleasant surprise, I have taken the role on whilst still the Dean of Year 10. I asked GOD to help me listen to what He wants me to do, to help me embrace new challenges. I have really enjoyed my growth in my leadership with pastoral as a Dean. I see this new opportunity as a tool to help me grow in my leadership academically. Plus I get the honor of leading this awesome department with my work bestie, Ms Amber George! 

In my new role as Co-HOD, I have been introduced to a new world of responsibilities. I never thought that Middle Management would be something I would be a part of, but I am here and it is happening and so far, I have learnt a lot already. On top of dealing with administration duties, budget, staff well being (I know that there is a list of things that I have barely scratched the surface!) Unpacking student achievement data has (and I am most certain) will continue to be a prominent fixture in this new area of academic leadership. I have always looked at data and the for the most part, stare at it and try and follow what my colleagues thinking. Much like then, now I am looking at the results of our recent NCEA Level 1, 2 and 3 student achievement data (2018) and I am trying to figure out what went wrong. I am trying to understand why the gap between the National Average for both All and Pacific/Maori achievement and our own data is huge. In my quest in trying to unpack 'what went wrong, what I could have done better' I have realized that this constant guilt fueled questioning is part of the problem. I need to change my mindset and look at this data with a focus finding realistic and effective solutions rather spending time on how bad the issue. I have come to 4 conclusions with this student achievement data that I hope to pursue, discuss and reflect on throughout the year. It is by no means the answer to the issue but is food for thought, something to help me deal with the frustrations I am having with understanding Student Achievement Data.

Changing the mindset: 

Achievement data highlights many things. If I (we) redirect our focus on what is wrong but instead look at what worked, what was successful and how this success was achieved, it changes the mindset. Which brings me to my next point. 

Success breeds success: 

As teachers, we often look at the gap in student's academic and pastoral life and always unpack on why this gap even exists. I know for myself, when I am looking at a student's academic profile I am always looking for the gap asking myself 'why is this here?' Just as important, if not more, student's academic success is a vital part of their story. I have to look at their academic data and start inquiring on why and how this happened. What was it about this particular subject or teacher that helped this student to achieve. If we spend time on looking at what worked and how this was effective, we can become more solutions focused. 

Student-strength focused learning:

Young people need a curriculum that reinforces and builds on their strengths. A curriculum that will strengthen what they are good at, like and value. In some cases, this type of student centered learning may not align with how core subjects are designed, but if we want better outcomes for our learners we need to at least START thinking about what is best for their learning needs. 

Big picture stuff: 

In looking at the data and reflecting on the students I have now, I have started to think about the big picture stuff. I believe that there needs to be a systematic change within our own curriculum program at Tamaki College. We need to start, if we have not already done so, to seriously look at programs that will work for our learners. The learning needs of our students, our young people should be drive the learning objective. Unfortunately things like time constraints with NCEA do not allow for the 'need' to take priority. What is more important? The learning need or the learning objective?