Group+5


 * ~ 3. Strengthening learning outcomes by providing opporunities and time to ... ||
 * || **Acknowledged / Begun** || **Practice** || **Refined** || **Sustained** || **Indicators / Review / Reflection** ||
 * **Enhancing / support achievement data driven decision making** || Purpose for assessing and review what things we will assess.

Identify what achievement data is important

Clarify question, What data you want, develop a plan of what you are doing to do with the data, SO WHAT? || What am I going to do? Why am I doing this? How is this going improve learning?

Identify what assessment test are available in different curriculum areas. Establish criteria for achievement (WT, At, Ab) All staff systematically collecting and recording data.

Establish school standards as opposed to national standards.

Clarify question, What data you want, develop a plan of what you are doing to do with the data, SO WHAT? || Staff articulate the decisions on practice around assessment choices.

Moderating assessments within and across levels

Clarify, question.

What data you want, develop a plan of what you are doing to do with the data, SO WHAT? || Ongoing systems that allow worthwhile comparison of data. Needs and strengths identified and acted upon. Regular updates of resources and training.

Clarify question, What data you want, develop a plan of what you are doing to do with the data, SO WHAT? ||  ||
 * **Improving assessment and analysis techniques of achievement information** || Guidelines for standardised testing procedure || Teachers use information for grouping students

(Shouldn't this be about next steps and reflection?) || Identify common needs / strengths within syndicate / year / school. || Whole school analysis of information. All teachers empowered and reflective. Students help set further direction. || Formative or summative assessment? Big picture assessment? Schools will have a shared understanding of practice and assessment, consistency through staff collaborative marking. ||
 * **Research based learning models are developed by each school** || Lead teachers action research project || For whole school direction drawing on practice of other schools and experts.

Schools inquiring in what would would work for them. Having conversations together about where the school is at, heading and why.

All teachers are involved in reflective action research on their own practice. || Action research will be part of expected practice and sharing this with other staff will be a part of this expectation.

This may be a part of the appraisal system within the school. || Teachers naturally reflecting and seeking develop and adapt teaching practice through informal or formal action research.

Induction and support for new staff. ||  ||