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Understanding classroom data 2022125W is a Course

Understanding classroom data 2022125W

May 17, 2022 - Dec 31, 2022

$250 Enrol

Full course description

Date and time

Tuesday 21 June 2022, 4.00 pm to 5.30 pm

Delivery mode

Online – a Zoom link will be provided 24 hours prior to the event


This learning event is right for you if you are a learning area leader or teacher.


This session will discuss the possibilities of effective use of data within the classroom to improve practice and student outcomes. The session will emphasize the importance of thinking about data differently and building data into day-to-day practice for the purposes of:

·       Diagnosing student learning needs and opportunities for improvements to practice.

·       Monitoring the learning and experiences.

·       Evaluating the impact of the teaching on student learning.

‘Tim is refreshing to work with. He has the ability to adapt to different contexts and ask thoughtful questions that more often lead to deeper understanding and rich conversation. Tim is personable and cares greatly about improving educational outcomes for all through respectful conversation and practical actions. His experience in a range of schools means that he is able to draw on a range of ways of doing and thinking. His voice is a value add at the table.’ Head of School, Wesley College, Melbourne


Relevant Australian professional standards for teachers

1.  Know students and how they learn

3.  Plan for and implement effective teaching and learning

5.  Assess, provide feedback and report on student learning


Key takeaways 

  • understanding of the possibilities for how to start building the effective use of data into your practice             
  • deeper understanding of data use in the classroom
  • strategies and skills to gather, interpret data to increase student growth.


Presenter information

Dr Tim O'Leary       

Dr Tim O'Leary has almost over 20 years of experience in education, software development, consulting, research, and monitoring and evaluation. Tim is also an Honorary Fellow at The University of Melbourne. Tim began his career as a land surveyor, has worked as an IT Consultant and, after realising the error of his ways, qualified as a teacher in 2003. As an educator, Tim has worked in Government, Independent and Faith-based schools. He has worked across a variety of settings including school, vocational, tertiary, and consultancy. Within schools, Tim's roles have ranged from classroom teacher to school leader; his most recent role was as Director of Learning in an inner-city F-12 school in Australia. As the leader of Educational Data Talks, Tim has worked with schools and government bodies providing research services and advice regarding the reporting of educational data. Tim’s greatest love is working with people to considering how to best use evidence to support school improvement. Tim has published in the areas of data interpretation and analysis, effective score reporting and collective teacher efficacy. He is also obsessively interested in the use of student perceptions of teaching to inform personalised teacher professional development.