evidence of IMPROVEMENT - which data?
What measures are used to substantiate improvement? Improvement in what? Here's a simple approach to help you make sense of the data by using straightforward categories.
Words of caution/wisdom:
If you think you have too much data, pick one! Just make a start! The issue is not that there is too much data, the issue is in choosing the data that tells your story best.
So put a filter on the data to make it easier to cope. Think about filters as a magic pair of glasses that help you decide on the data you need to select what you need to see.
Describes observable, measureable information about how our students learn; often summative, usually numerical, i.e quantitative, e.g. assessment data, student awards, student work samples, % of students attaining learning goals
Describes how things happen in the school; it is almost always qualitative; it tells a story and usually cannot be well expressed by numbers or displayed in graphs, e.g., policies, procedures, decision making processes that inform practice (meeting minutes), the school’s learning model, timetable structure
Describes what people believe; it is almost always qualitative; it is the narrative and uses words rather than numbers to describe the situation, e.g. focus group/survey data, conversations had/overheard at school events
Describes the makeup of the school; generally quantitative, e.g., student/staff background data, enrolment/retention rates, % of early career teachers on staff, % of teachers on staff teaching out of area pf expertise
Source: Joint publication, Clark R & Ontario Principals' Council (2009); diagram adapted from the work of Dr Phil Pettit, Archdiocese of Canberra/Goulburn