This project has been awarded the MOE Innergy Commendation Award in 2015, the 2014 MIB Thematic Challenge "Improving Work Process" and SPA In-House IQC Assessment 2015.
There is a rising global trend of using Data analytics in many industries to enable organisations in making better business decisions. Yet, the use of such an approach in schools has generally been lacking. Schools typically have broad masses of data, ranging from students’ academic grades/progress, attendance, character-development indicators to data pertaining to teachers’ training, appraisal, satisfaction etc. But there is no concerted and standardised approach in the collection, archiving and analysis of this information to enhance operational workflow and processes in schools.
With the pervasiveness of technology in Singapore schools and a growing desire for more open data and information from stakeholders, e.g. students, teachers, parents, teacher-leaders and school leaders, there are a lot of opportunities for better data gathering and analysis in schools. Starting with People, the stakeholders (e.g. What will benefit teachers and their students?) and what they Value, school workflow/processes are re-designed, empowered by Systems and Technology that will Impact value-change in them and provide Analytics to inform them as well. We keenly believe in a people-centric process whereby people and what they value is critical. Their values will drive behaviour that reinforces a school culture where these shared values are practised coherently and consistently. Data input and collation is achieved by commonly available online tools, i.e. Google Sheets and Forms. Google Apps Scripts is used to enable data-flow and work process automation. Data from the stakeholders are consolidated and shared with other stakeholders regularly and in a timely manner. The data are further analysed, and serve to inform and drive appropriate behaviour from stakeholders. An example is a reflective teacher practitioner (value) who initiates quality personal reflection (behaviour 1) and builds collaborative knowledge (behaviour 2) via an Integrated Academic Curriculum Analytic and Review system, which in turn promote a sustainable school-wide environment encouraging innovation and professional development (Culture). Similarly, an engaged parent (value) will provide timely and strong support (behaviour 1) to monitor their children in partnership with the school (behaviour 2) via an Academic Calendar system, reinforcing a conscientious learning culture. Some other key processes also include student leadership development and staff training. Through this approach, the school is able to leverage on ICT to simplify its work processes and reinforce desired values and culture in its stakeholders.
