Masterclass: Evidence based Leading for Learning: Tools for evaluating an evidence based project

During the course of Evidence based Leading for Learning @ACUeducandarts #EDLE685 students have been invited to design a problem based project. The problem or concern is situated In their learning communities. Their first step is to identify a problem and provide evidence it is a problem! The problem needs to relate to student learning. Given this is a leadership unit students also need to frame the problem from a leadership (L) perspective. The L perspective is in the planning, implementation and evaluation of the project.  In this blog students are invited to share their evaluation techniques that they will employ.

Students: In the comment section post your framework/model/figure (FMF) to demonstrate how you will evaluate your evidence based project. Name the FMF and also you are invited to write a few sentences about it. Remember to acknowledge sources. 

9 thoughts on “Masterclass: Evidence based Leading for Learning: Tools for evaluating an evidence based project

  1. Program Evaluation Tool from Claire Nailon
    Source: Bernhardt, Victoria L. (2018). Data analysis for continuous school improvement (4th Edition). Routledge: New York, p. 256.

    The table that encapsulates Bernhardt’s program evaluation tool is a great way of thinking through a program that is being used to solve a problem. Sadly I cannot work out how to post it here! I like the emphasis on integrity and fidelity referred to in the implementation section. The only thing not made explicit in this tool is the importance of conversations about the findings. Earl and Timperley (2008, p. 126) explain that “inquiry-based conversations are pivotal to creating the shared meanings that form the basis of these actions.” Furthermore, Marsh and Farrell (2015, p. 278) outline core practices that will assist in building teacher capacity to use data for instructional improvement and therefore assist with evaluation of data. These are assessing teacher needs, modelling, observing, providing feedback and sharing expertise, dialogue and questioning and brokering. Again, the importance of dialogue and questioning in conversations about data is emphasised.

    Bernhardt, Victoria L. (2018). Data analysis for continuous school improvement (4th Edition). Routledge: New York.

    Marsh, J., & Farrell, C. (2015). How leaders can support teachers with data-driven decision making. Educational Management Administration & Leadership, 43(2), 269-289. Accessed on 15/10/18 at

    Earl, Lorna M, & Timperley, Helen. (2008). Professional Learning Conversations Challenges in Using Evidence for Improvement Professional Learning and Development in Schools and Higher Education, 1. Dordrecht: Springer. Accessed on 15/10/18 at

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  2. The learning issue that I addressed in Assignment 2 required teachers and leaders to work towards a common goal and adopt a shared responsibility for improving student reading comprehension skills. The effective implementation of this plan would require collaboration, observations and honest feedback. Therefore, the action plan that I created must encourage an atmosphere of collaboration, shared responsibility, common goals, honesty and trust.
    In this light, the questions I developed for evaluation are based on those in the Decision Making Index for Principals and Teachers as explained by Mulford et al. (2008).

    Evaluation Questions for the Evidence-Based Analysis and Action Plan
    • How does this action plan promote a shared and coherent sense of vision?
    • What collaborative practices are evident in the decision making process?
    • How does this plan distribute leadership among staff?
    • What structures does this plan put in place to support teacher initiative, experimentation and change?

    Mulford, B, Kendall, L, Kendall, D, Edmunds, B, Ewington, J, & Silins, H. (2008). Successful School Principalship and Decision Making. Leading and Managing, 14(1), 60-71.

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  3. The problem I addressed in my Assignment was that of Professional Learning for staff. We as a Literacy team have started the journey of reimagining the whole staff approach to Teacher Learning meetings and are moving toward a PLC approach. I used Lynn Sharratt’s 14 parameters as a guide for this leadership initiative. (I have tried to copy and paste my table and framework model but unfortunately it won’t allow.) I have a self created framework where Relational trust, Culture of Collaboration and Individualised learning feed into …teacher efficacy. The premise of this was derived from Vivian Robinson (2011).

    Robinson, V. (2011). Student-centered leadership (Vol. 15). John Wiley & Sons.

    Sharratt, L., & Harild, G. (2014). Good to Great to Innovate: Recalculating the route to career readiness, K-12+. Corwin Press.

    Liked by 1 person

    1. Julianne I am impressed to read how you created your own framework for your school’s PLC approach. The framework being steeped with guides (and evidence based studies) of Sharrat and Robinson will really ground the framework. Thanks for this post


  4. In Assessment Two, I analysed a problem using a real context in our learning community. The concern identified is the lack of teacher engagement with data, to maximise their students outcomes and improve their teaching practices so that their students are learning. For instance, using NAPLAN data to guide their teaching practice to improve student’s writing skills. In addition, alarmingly there is a noticeable downward trend in the NAPLAN data specifically in literacy, in both narrative and persuasive writing skills for the past three years, yet there is no evidence that this an area of that
    Furthermore, the collaborative inquiry cycle will be utilised to guide the evidence-based action and identity the tools and methods required to find out as much as possible about this concern

    Sharratt, L. & Fullan, M. (2012). Putting Faces on the Data. What great leaders do! United States of America: Corwin.

    Liked by 1 person

    1. Sarah,
      I am interested when you identify the tools to evaluate this project. I note that several students are employing scaffolds that they already know – such as the inquiry cycle.
      Sharrat’s putting faces on data tells as a good deal about what teachers value in schools in their relationship with students.


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