SSAT’s annual conference for data leaders has become an unmissable date in the calendar for school senior leaders and data managers. It is an invaluable opportunity to gain insights from national experts and practitioners and network with like-minded professionals. This year we are delighted to announce another strong line-up of speakers, each of whom will be addressing key issues that concern everyone with a responsibility for data in schools.
The theme for this year’s conference is:
Data – does it matter anymore?
With Ofsted focusing its attention away from internal and historical data and recommendations from the teacher workload about data collection, do we need to have a radical re-think about the purpose of school data, what data we collect and when and how we use the data we do have?
The conference will hear from Martin Kaliszewski about Education Datalab’s recent survey “How is data used in schools today?” and its implications for data leaders in schools.
Emily Curtis-Harper, assistant headteacher at Little Ilford School, will share how she has led the development of assessment in her school to make the whole process more effective and efficient for everyone.
Ben White, a member of the DfE Teacher Workload Advisory Group and Research Lead at the Ashford Teaching Alliance will be exploring what constitutes valuable data collection, the limitations of data and how data literacy can be improved within schools and discussing what an effective data strategy looks like, together with some practical tips and ideas on how your school can improve its data practices.
There will also be an opportunity for delegates to share their own experiences of the changing landscape and to discuss with colleagues how the role of data in schools needs to evolve.
Ben is a Research Lead and Psychology teacher for Ashford Teaching Alliance. He is a member of the DfE’s workload review group which produced the ‘Making Data Work’ report in 2018. Prior to this he directed a data use and workload research project for the DfE/NCTL which involved qualitative and quantitative analysis in 50 schools. Alongside teaching, he works with schools and educational groups sharing and conducting educational research; designing CPD; and producing research summaries and reports. Recently, this has included running data use and workload audits with schools in the south-east and London. He is co-organiser of researchED Kent.
The meaningful use of data: What can (and can’t) we do with data to support learning in our schools?
- What constitutes valuable data collection, its limitations of data and supporting data literacy within schools
- Common mistakes in data collection, what does an effective data strategy look like
- Predicting, tracking and monitoring performance
- The reliability of assessment data
- Gain practical tips and ideas for improving data practices
Facilitated Discussion: Key considerations for reviewing your data strategy
Four key lines of enquiry to help highlight good practice and identify specific ways of refining your data strategy.