When leaders say, “We have the data,” they often mean, “We have numbers.” Numbers become useful when you look for patterns that change what you do next.

A pattern is not a point. A pattern is movement over time, or a meaningful difference between groups.

Four patterns school leaders should look for

1. Trends over time
   What is improving, flattening, or slipping across weeks, terms, or years?

2. Cohort patterns
   Which year levels or subjects show consistent strength or concern?

3. Subgroup patterns
   Are there differences by language background, learning support status, gender, or enrolment point?

4. Task and item patterns
   What do students consistently get wrong, and what does that suggest about teaching and curriculum?

A simple rule
Start with the smallest number of views that answer the question. Too many charts create confusion.

Key Takeaways

• Look for movement and differences, not isolated scores.

• Pattern hunting is a discipline, not a talent.

• Choose views that lead to action, not debate.

Quick Check

Write one question you want a pattern to answer this term.