This guide supports teachers to use student work samples as an immediate source of data on student understanding and progress. When using work samples to identify evidence of impact, it is important to be strategic about student selection and the framework for analysis. The choice of students will depend on several factors, including the focus for the new practice or approach and intended outcomes, the target students and whole school goals or priorities. The framework for analysis might be external assessment devices, such as learning progressions and syllabus outcomes, criteria developed through professional learning undertaken, such as high-leverage strategies explored in professional learning, or school-developed rubrics. Regardless of the specific framework selected, it needs to be appropriate for the practice being applied, the content and the student learning level. It should also be used collaboratively to ensure consistency between teachers and across several instances of data analysis.
This guide supports teachers to use student work samples as an immediate source of data on student understanding and progress. When using work samples to identify evidence of impact, it is important to be strategic about student selection and the framework for analysis. The guide is designed to support school leaders and teachers to evaluate the impact of professional learning on student growth and performance as part of a cycle of continuous professional learning. It supports the application of the High Impact Professional Learning (HIPL) model and aligns with the Professional learning for teachers and school staff procedure within the School Excellence policy.
School leadership teams, aspiring leaders and teachers can use this resource to evaluate the impact of professional learning on student growth and performance.
The resource includes an implementation guide, a planning template and an illustration of practice which provides an example of what application of the resource looks like in a school context, including suggested time frames.
This resource is informed by and aligns to the department’s High Impact Professional Learning (HIPL) model which is embedded in the Professional learning for teachers and schools staff procedure within the School Excellence policy. The HIPL model is underpinned by extensive research about teacher professional learning to ensure that professional learning in schools has maximum impact on student growth and performance. Additional research includes:
Alignment to system priorities and/or needs – This resource supports teachers and school leaders to implement the department’s Professional learning for teachers and school staff procedure within the School Excellence policy.
Alignment to School Excellence Framework – This resource aligns with the following elements and themes:
Teaching Domain > Learning and development > Professional learning
Teaching Domain > Data skills and use > 'Data analysis' and ‘Data use in teaching’
Alignment to Our Plan for NSW Public Education – This resource aligns with the following themes:
Alignment with the Australian Professional Standards for Teachers – 3.2.3, 3.2.4, 3.6.3, 3.6.4, 6.3.3, 6.3.4
Consulted with: APC&I leaders, LEED and Quality Teaching Practice evaluation and PL teams
Reviewed by: Director, Quality Teaching Practice and Executive Director, Teaching Quality and Impact
Provide feedback on this resource by completing this short survey.
Email questions, comments, and additional feedback about this resource to professionallearning@det.nsw.edu.au using the subject line ‘Using student work samples evaluation resource’.
