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Data-driven

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Look at all levels issues, opportunities and strengths

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lots of bullet points can be under this

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It can be hard to stay small and specific because we often have the mindset of wanting to fix it all!

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We need to ensure these are specific and measurable

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Aligned to other priorities (state, district, etc.)

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It is easy to conflate “area of focus” with “activity” - but it is useful to keep them separate.

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Give voice, choice to all community members so that the PDP is engaging and meaningful to all!

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Work in a collaborative community to identify your area of focus, focus should not be chosen by 1 person, but by a group!

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I believe the notion of including all stake holders is critical particularly in a highly political atmosphere

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Develop area of focus collaboratively

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Culture and Language Diversity - Inclusion 

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Culture and Language Diversity - Inclusion 

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Process can be a little messy to distill the data into a single area of focus. There are so many great areas to work on.

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Aligning IB with provincial standards/curriculum

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The why, why did you chose this focus, what decides this focus, what data is there about this focus

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What does the data say

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Be able to work with different types of data and prioritise understanding the data and responding to it

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Be able to work with different types of data and prioritise understanding the data and responding to it

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Use the data

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Keep the area of focus narrow and achievable. It is not about meeting program requirements. Stay aligned to existing school priorities.

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It is easy to generate lots of data, but often the data “misses” the root of the issue - “root cause analysis” is a helpful framework.

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Identifying the area of focus takes into account quantitative and qualitative data points and is foundation for intentional development

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It is so much important for develop language and delete any language barriers to students.

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Pick something feasible that can be implemented 

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Pick something feasible that can be implemented 

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How do we include parents, community members, and students? Their voices are important

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Area of focus needs to be evidence-based and very specific and manageable. Simple to avoid overwhelmed stakeholders.

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Because students did not feel valued and included in social decisions and activities 

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Because students did not feel valued and included in social decisions and activities 

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Keeping data at the heart allows us put aside our assumptions and identify true needs

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reminding people that the rationale for one area of focus is not going to catch everything or solve ALL problems.

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Professional Development through PLC: ( use Data Analysis-Action Research & Action Plan.)

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Have input from a range of stakeholders

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Expecting perfect fixes tends to be unrealistic. Times, situations and people change often. Start somewhere.

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Gathering data from students and teachers

Relevant to the school context

Collaborating with teachers and creating consensus

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Channel your inner Simon Sinek. What is telling you this matters? Make sure interest holders participate in building it.

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Using the data available, group by issue to see what area of focus has the potential for highest impact on the students.

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Challenge of the appropriate scale for a PDP, that is not simply an activity but can be completed through the reflection stage in ~2 years

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It takes time to get comfortable with this process but it gets easier each time!

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The overall “motif” should tell a story of change

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When working on these, must have the PSP readily available

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the practices are written so that “who”, “what” and “why” are always included - which makes it hard to categorize them for the pdp template.

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The practices should be used to support the school goals in a developmental and holistic way.

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The practices should be used to support the school goals in a developmental and holistic way.

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Ground the work in the standards and practices of an IB education resonated

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Students persue opportunities to explore and develop their personal and cultural identities.

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Students persue opportunities to explore and develop their personal and cultural identities.

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It’s really helpful to focus on what will change for students rather than what the educators will do

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Slow down the process of jumping to actions by asking “what changes for students?” Keep students at the centre.

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I love that impact happens at this point because sometimes you get overwhelmed by picking the right practices and the impact brings you back to the purpose… students!

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The impact on students must include the evidence that you will use to gauge the impact

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Being able to quantify this

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We need to allow students and families to reflect on the impact they have felt. The students (and depending on the age, the families) are the ones who can tell us if there was a real impact!

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We need to allow students and families to reflect on the impact they have felt. The students (and depending on the age, the families) are the ones who can tell us if there was a real impact!

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Practices should be used to support the goal

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We can have different ways to approach our action plan and select practices to solve a problem.

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It helps to keep these in mind for true consistency.

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Thinking through immediate and tangible changes first and then moving into more high level, less tangible impacts was helpful to our process

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The question what will change for students hit me like a freight train because not all students benefit the same despite our best intentions.

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Impact is determined by level of practices introduced and carried out effectively

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It is so important to reflect about an impact that our decisions can have on the students and this impact surely is different on each of them. 

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It is so important to reflect about an impact that our decisions can have on the students and this impact surely is different on each of them. 

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Impact statements are a helpful prelude to thinking about data - help focus on why we care about the data.

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From compliance to engagement?

As a challenge or a motivator?

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Start the focus on the student impact and then determine the path to get there.

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It’s easy to come up with quantitative data but qualitative data HAS to show up just as often.

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Thinking about shifting the culture for students to one that celebrates diverse language profiles.

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The process involves a good level of understanding and interpretation of the PSP to make the process of PDP easier.

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Maintain focus on the students and their needs. Maintain consistent communication, and a safe space

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Students will be placed in courses that better support development of their personal language profiles. This approach recognizes that each student learns and communicates in unique ways. By tailoring instruction to their strengths, challenges, and learning styles, we can create more engaging and effective language learning experiences.

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Keeping in mind that all we do is for the well-being / growth of students.

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Understanding the distinction between standards, practices and requirements.

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Learning more and more about how to integrate practices into the planning.

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Check in with the students to determine the impact of the plan on the students.

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The exercise of discussing impact & data was useful in focusing our plan: discussing the end also articulated some assumptions that “our” case study school might need to question before finalizing the PDP

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Keep it simple!

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Create an activity that targets teacher knowledge. It trickles down to the students. Add an activity that directly impacts the students and their collaboration

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Attendance rates, student engagement, academic scores, teacher retention

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Less is more! Choose the best ideas that really nail the goal and the desired impact 

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Less is more! Choose the best ideas that really nail the goal and the desired impact 

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Qualitative data analysis is actually hard, and requires a fair bit of specialized knowledge. Do we have people in our schools who can do this well?

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Be aware of biases that might mislead your conclusions when analyzing evidence

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Try to balance qualitative and quantitative data and analysis

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Use the evidence to reformat your goals!!! Reflection is key

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You need a process! Staying low on the ladder of inference and keep assumptions out of the analysis to start

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Simple but effective

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When working with others to design learning for students it is important that everyone at the table has a shared understanding

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Always keeping the end in mind!

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Ask for information that can be really useful and used. Analyse carefully, try to find patterns to respond to from qualitative data

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Ask for information that can be really useful and used. Analyse carefully, try to find patterns to respond to from qualitative data

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Try to think about how are you going to use the data that you gather and the way of evidence learning 

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Try to think about how are you going to use the data that you gather and the way of evidence learning 

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Qualitative data tracking and analysis

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It’s okay if you don’t see a significant impact right away, sometimes it takes time to see a big change.

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Don’t look superficially at the data options. Some metrics are fraught with unconscious bias.

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Continue to rely on community involvement to understand the real impact of the PDP

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Continue to rely on community involvement to understand the real impact of the PDP

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It is a living plan, reflect, update and track

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If doing surveys, don't make them too long. People will not complete them if they ask too many questions. Be mindful of individual's time...or do a few over a period of time

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Focus on a small number of actions that will be impactful.

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Looking for sources of data that we value, OTHER than surveys, is key… our stakeholders are quite survey-saturated.

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Activities must be clear and time-bound.

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Meaningful and simple make for a big impact.

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Meaningful and simple make for a big impact.