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1. Learnt that qualitative data, formal and informal is just as helpful as quantitative data.
2. Struggling with not trying to change too much in 6 weeks. Keeping goals realistic but ambitious.
Struggling with not having a classroom, and the need to rely on others to access kids. Feeling like leading something at times other than being on the coal face of change.
3. Happy to present to staff.

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The data we are trying to affect is clear to us, but we are struggling with how attendance fits in with pedagogy, thus this document. Thinking we will use HITs and TLACs to up skill staff to effect identified data.

Concern: if we have a group leaders who are currently struggling to work the document after 4 weeks will be ready to roll out in Term 2 to whole staff (including ES). (not sure why we are struggling through, are we complicating it too much for ourselves).

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Solid update and advice with micro cycle process and structure.

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I have learnt we need role clarity for tutors on process of attendance
Why aren’t students valuing Tute?

PSWB - focus on the 80% of students doing the right thing.
A lot of what we are doing is good, feedback of recording the information is poor.

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Easy to identify 3 areas that need improvement at WAVE.
Struggling to prioritise which to do first, and keeping it smaller to fit the 6 week cycle.

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CLD:
1: I've got grand ideas around student agency that can't possibly fit into 6 weeks.  The MIC planning process is helping me to realise that I need to bite off something small that supports student learning, not just my own / school's development
2: Still struggling with finding a small focus and wondering how I can monitor and support this given that I won't be in the classroom all the time.
3. Yes - though perhaps closer to term 4 when we'll be encouraging all staff to engage in student agency in the classroom

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1. I have learnt through this process that you need to discuss your idea with others to help you to narrow it down to something that is micro as it is very easy to be a broad unacheivable inquiry. I have learnt that I am constantly gaining feedback and can use many formats of feedback to inform my teaching so choosing how to use this data effectively is important.
2. I’m struggling with the paper work, I feel it needed more focus on strategy at the start to help guide development of ideas. Then a streamlined approach. I have found that I have written notes all over the pages as I’ve worked through as my ideas didn’t fit the boxes.  I wonder if staff will struggle with a document like this as a mountain to climb.
3. If my observations and inquiry work, I’d be happy to share.

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1. What have I learnt? I am more conscious of certain phases of the lesson and have adopted more HITS. 2. What am I struggling with....a bit overwhelmed with what types of data to collect. Is SAC data the best way to assess changes in pedagogy?
3. I would be willing to help present to the science KLA but would like to have my head around this in more detail before hand.

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How how a micro cyle is structured.
How I can specifically impact my students
Struggling with how big or small to make it.
Probably not prepared to present, just getting my head around it myself. Blind leading the blind????

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Data is everything that we observe every moment of each lesson and we should be more proactive when making incidental observations - my awareness of one single observation now is making me a better teacher.
Building time into each lesson to make sure I include my observations into the already jam packed content lessons.
Happy to talk to staff about my MIC

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1- That micro inquiry is a streamlined way to identify a single focus in class and improve
2- data that is easy to link for some foci
3- I will be happy to present if at the end it has been positive, perhaps a question for near the end of term

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We are a little lost in the process however we have a data set that will enable us to identify and potentially impact our inquiry thingy.
The questions that we have are.
How will this look from a Es, staff as they will be lost, Majority will be lost in the language and the purpose,

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1. To narrow down the focus for Micro-inquiry, digging deeper & that I had already started doing informal micro inquiries as part of my teaching anyway.
2. Year 7 not having any data at this stage of the year-will be better for term 2
3. happy to share

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1. I have learnt that teachers might have to seek some data (informal/formal) based on a gut instinct.
2. The timing- I think it will be easier in term 2 as teachers will know their students and where they need to work.
3. I am willing to share what I have done.

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What do I need to help embed these changes?

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What do I need to help embed these changes?

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This section has space for comments about needing PD Choices and whole staff support. REmove these sections or staff will potentially say, I couldn't complete my micro inquiry because you didn't provide the pd choice session or whole staff pd I required. Change these sections to "Who can you see for help?" Leave the personal and observation sections.
Troy

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After completing this process in 2018 it was clear that quantitative data was much easier to use and measure improvement. We need a whole staff session on quantitative & qualitative data. This is going to be  a huge issue for some KLAs.

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After completing this process in 2018 it was clear that quantitative data was much easier to use and measure improvement. We need a whole staff session on quantitative & qualitative data. This is going to be  a huge issue for some KLAs.

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Yes I am happy to discuss this process with staff.
Dan

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1. Following this process has enabled me to better understand my students and what they want out of the learning. 

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1. Following this process has enabled me to better understand my students and what they want out of the learning. 

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2. I battled initially with what type of data to use, but being up skilled on the types of data helped. Combination of formal, informal, qualitative and quantitative.
3. Yep I am, and happy to try and help with any KLA presentations.