Dr. Kelly J. Burgess

Kannapolis City Schools

STUDENT SURVEY RESULTS TO ENHANCE

TEACHER EVALUATIONS

“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

- John Hattie

QUALITY OF FEEDBACK

What made the coach’s feedback more effective?

TABLE TALK

Does not distinguish between various domains of teaching

Observation standards are skewed towards positive

Administrators unable to provide specific, actionable feedback

EXISTING TEACHER EVALUATION SYSTEM

Knowles (1998), Tomberlin (2014)

NCDPI website (2014), Weisberg et.al (2009)

NCDPI website (2014)

2012-13 School Year 2013-14 School Year

MEASURES “GOOD TEACHING”

NCDPI website (2014)

SKEWED TOWARDS POSITIVE

NCDPI website (2014), Weisberg et.al (2009), Tomberlin (2014)

QUESTIONS

Are student surveys valid measures of teacher practice?

How could student survey results be used by teachers and administrators to enhance the teacher evaluation process?

Teacher Evaluations •Can lead to increased student achievement•Feedback must be relevant, timely and actionable

Student Surveys •When survey results are paired with observation data teacher effectiveness can be predicted•Limited research in K-12

Teacher Effect •Good teaching matters•Effective teaching strategies

EXISTING RESEARCH

Taylor & Tyler (2012), Darling-Hammond (1989), Danielson (2011)

MET Project (2012), Hanover Research (2013)

MET Project (2012), Tomberlin (2014), Strong (2011)

State Math Test State ELA Test

-6

-4

-2

0

2

4

6

Mon

ths o

f Learn

ing

STUDENTS WITH MOST EFFECTIVE TEACHERS LEARN MORE

IN A SCHOOL YEAR

TEACHER IMPACT

2011 2012 201340

42

44

46

48

50

52

54

56

58

60

Students Assigned to Teachers that Exceed Growth

Mean

NC

E

Tomberlin (2014)

*

Previous test-score gains are the only variable more accurate than the results of student surveys at predicting a teacher’s future test-score gains. (Hanover Research, 2013)

Surveys designed using relevant questions that are research-based and structured around practices related to high-quality, highly effective teaching strategies have proven to be valid in K-12 settings. (Kyriakides, 2005; Balch, Gehlbach & Brinkworth, 2011)

STUDENT SURVEYS

QuantitativeAdminister electronic

student surveys

Conduct statistical analyses to determine validity

METHODOLOGY

  Danielson Strong NCEES Gehlbach

Positive Classroom Environment

Domain 2: Classroom Environment

Standard 5: Learning Environment

Standard 2: Respectful Environment

Classroom Environment & Sense of Belonging

High Expectations & Rigor

Domain 3: Instruction

Standard 8: Student Progress

Standard 4: Facilitate Learning

Expectations & Rigor

High Student Engagement

Domain 3: Instruction

Standard 3: Instructional Delivery

Standard 4: Facilitate Learning

Student Engagement

Teacher Knows the Content

Domain 1: Planning & Preparation

Standard 1: Professional Knowledge

Standard 3: Teachers Know Content

Pedagogical Effectiveness

EFFECTIVE TEACHING DOMAINS

Currently used by the NCDPI to measure teacher eff ectiveness

Strengths & Weaknesses

EVAAS

Grade Levels Number of Schools

Number of Students Enrolled

Percent of State K-8

Enrollment

5th -8th grade 18 7,364 0.007

5th -6th grade 7 4,840 0.005

NCDPI website (2014), Sanders & Rivers (1996) , Alspaugh (1998)

No relationship between student survey results and EVAAS composites.

QUANTITATIVE FINDINGS

Relationship exists when the disruptive transition eff ect is controlled for.

Survey Domains CorrelationOverall Not SignificantClassroom Environment Not SignificantExpectations & Rigor Not SignificantPedagogical Effectiveness Not SignificantSense of Belonging Not SignificantStudent Engagement Not Significant

Survey Domains CorrelationOverall SignificantClassroom Environment Not SignificantExpectations & Rigor Significant*Pedagogical Effectiveness Significant*Sense of Belonging SignificantStudent Engagement Significant

QUANTITATIVE FINDINGS

The ANOVA analysis indicates that student survey results provide feedback and data that counter the Widget Eff ect.

“I now know what my students have been thinking this year and I will use this information to change the way my classroom is and improve my instructional strategies”

“I found the information to be informative. I was surprised, in a good way, at some of the results.”

“I am encouraged by the student responses and will seek opportunities to make improvements in areas of weakness.”

“I will be more aware of how much help I provide to the students who need it, but are afraid to ask.”

QUALITATIVE FINDINGS

Research

Replicate study

Item analysis

Expand to high school

RECOMMENDATIONS

The Validity & Effi cacy of Using Student Survey Results

to Enhance the Teacher Evaluation Process

QUESTIONS/COMMENTS