Scenario – Teacher uses the 8 Cycles

Step 1: Teacher, Ruby, notices a trend of declining student performance in mathematics across multiple classrooms within her school. Concerned about this pattern, she decides to investigate further by examining both the school-wide and classroom-specific data related to maths achievement.

Step 2: Ruby collaborates with other teachers and leaders in the school to conduct a comprehensive school data review. Together, they analyse trends in maths achievement data, identifying common areas of weakness and potential factors contributing to the decline. Simultaneously, Ruby also conducts a classroom data review to assess her own students’ performance and identify specific areas for improvement within her classroom

Step 4: As a result of their collaborative efforts, Ruby observes improvements in student performance both within her classroom and across the school. Maths achievement data show a steady increase in student proficiency levels, indicating the effectiveness of the implemented interventions. Moving forward, Ruby commits to maintaining open communication and collaboration between the school and classroom domains, ensuring that practices and strategies are continuously refined and aligned to support student success in maths.

Step 3: Following the data review process, Ruby and her colleagues develop targeted interventions and instructional strategies aimed at addressing the identified weaknesses in maths achievement. In her classroom, Ruby implements differentiated instruction, incorporating hands-on activities and small-group interventions to support struggling students. Meanwhile, at the school level, leaders implement professional learning sessions focused on effective maths instruction and data-driven decision-making.