Evidence 6: Student Data

(3.1, 3.2, 3.3, 3.4, 3.5, 3.7)

Annotation: As an emerging teacher I have found collecting student data/creating data sets integral to my early career teaching practice and thus I have built and incorporated them into multiple units of work via ICT. I have created engaging digital questionnaires to make the content relevant and meaningful (2.6). I use the findings of these to inform my teaching practice in real time and make for a more proactive learning experience. These data sets provide a strong reference point for my scope and sequence, recreating assessment items, differentiating and supporting students. I also then am able to take this data and use it to my advantage when finetuning sequences or activities and unpacking student understanding. I strongly believe that these help me get to know my students better, through dedicated questioning tools, where I too am up for review and students feel they can authentically have a say. This collection of Student Data evidence is from my Year 9 Drama Class, Semester 2, 2021 collected via Microsoft Forms. This class were handed over to me in Semester 2, 2021. They were a mixed cohort of students; some with very little experience in the subject and some who were far more advanced and currently involved in Daramalan Theatre Company projects. I had five weeks with these students prior to lockdown, which I had used to build strong relationships and rapport with my students. I frequently collected authentic data in a range of methods to inform my understanding of my cohort, from verbal check ins and conversations through to forms.

I have a well developed questioning technique which allows for me to collect fairly reflective and authentic data from these student surveys. The survey questions directly target the structure and sequence of learning programs (3.2), the resources selected (3.4), my classroom communication (3.5) and teaching strategies (3.3) and if the unit had challenging and achievable goals for the students through a variety of rich tasks (3.1). I engaged parents/carers in the educational process through my Parent Teacher interviews for this unit and via multiple emails across the duration of Online Learning. This was imperative as I had to offer multiple wellbeing check in's and alter assessment to suit the variable, unknown nature of this challenging time. One of my students required much additional support, and I was able to provide her with this by engaging with her Mother (3.7).

Megan felt supported by this interaction:

This cohort produced some of the best student work I have experienced and I believe I was an instrumental factor in them having so many successes in such a challenging time. Their reflections are evidence to their social and emotional growth, the rich quality of tasks and their relationship with their teacher.

Year 9 Video