Using evidence well: a term four reflection for school leaders

As term four approaches, school leaders find themselves at a pivotal moment - wrapping up the current year while laying the groundwork for the next. It’s a time of celebration, reflection, and recalibration.

Amidst the busyness of reporting, planning, and transition, one element sits at the heart of this process - evidence.

Throughout the year, you and your team have gathered a rich tapestry of data - quantitative assessment results, qualitative insights from student, teacher, and whānau voice, and a range of other evaluative information.

Now is the time to ask - What is this evidence telling us? And just as importantly, how well are we equipped to interpret it?

The capability to use evidence effectively

Using evidence well isn’t just about having data - it’s about asking the right questions to make sense of it. This means:

• Understanding validity - Does the evidence answer the questions we set out to explore?

• Ensuring reliability - Was the data gathered and analysed in a consistent, trustworthy way?

• Applying assessment literacy - Can we aggregate and disaggregate data, identify patterns, and draw sound conclusions?

These habits of questioning and sense-making aren’t built overnight. They grow through regular, intentional use of evidence at the heart of school improvement initiatives. When evidence is embedded from the outset - when we ask, “How will we know our efforts are making a difference?”, we set ourselves up for meaningful evaluation and responsive action. 

Formative practice in action

This is the essence of formative practice - the art of noticing, recognising, and responding.

To do this well, we need clarity and a shared understanding of the evidence:

• What are we noticing?

• What does it mean?

• Whose voices are we hearing?

• What is our best next step?

These questions invite collaboration, curiosity, and critical thinking. They also remind us that evidence isn’t just numbers on a spreadsheet - it’s a story of learning, growth, and impact.

Priorities driven by evidence

Of course, the effectiveness of our inquiry hinges on having the right priorities in the first place. And where do those priorities come from? From the evidence itself. When we analyse what’s in front of us — student progress, engagement, wellbeing, equity - we begin to see where our energy is best spent.

This is why assessment capability matters. It’s not just a technical skill - it’s a leadership imperative. When our practice is evidence-informed, we can resource strategically, respond adaptively, and make the best possible difference for our learners. 

Reflective questions for evidence-informed leadership

Clarity of purpose

• What were the key goals or priorities we set at the beginning of the year?

• Have we gathered the data we need to evaluate progress as planned?

• Are we clear on what success looks like for each initiative?

Quality of evidence

• Have we considered multiple sources of evidence - quantitative, qualitative, and observational?

• Is the evidence we’ve collected valid and reliable?

• Do we have enough confidence in the data to make decisions?

Capability and confidence

• Do we have the assessment capability within our team to interpret the data meaningfully?

• Who in our team is confident in aggregating, disaggregating, and identifying trends in data?

• What professional learning might strengthen our collective capability in this area?

Shared understanding

• Do we have a shared interpretation of what the evidence is telling us?

• Have we included diverse perspectives - students, teachers, whānau - in our analysis?

• Are there any blind spots or assumptions we need to challenge?

Responsiveness and action

• What is the evidence prompting us to do next?

• Are we using evidence to adapt, refine, or pivot our strategies?

• How are we documenting and communicating our responses to ensure transparency and accountability?

Strategic alignment

• Are our priorities still the right ones, based on what the evidence is showing us?

• How does our evidence-informed practice align with our strategic plan or vision for learning?

• What might we need to carry forward, stop, or start in the coming year?

If you have any questions about this article

Contact Kaye Brunton