Using Student Perception Survey Results A Training for Principals This presentation is a template...
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Transcript of Using Student Perception Survey Results A Training for Principals This presentation is a template...
Objectives
• Develop an understanding of the survey content
• Understand how to read and interpret survey reports
• Identify strengths and focus areas in reports• Have meaningful conversations with educators
about survey results
Agenda
• Purpose and overview of the survey• Understanding survey content• Interpreting results and navigating
reports• Talking with teachers about results• Next steps
Why use a student survey?
Integrate student voice and experience into teacher practice and school culture.
Provide actionable feedback from the stakeholders who experience instruction the most.
Contribute to a big-picture view of what is happening in classrooms as well as school- and district-wide trends.
The research behind student surveys
THE MET
PROJECT
The combination of student surveys, observation, and student growth data are able to predict future effectiveness better than any of them alone.
Student survey results are correlated to student achievement gains.
OTHER RESEAR
CH
Student ratings of teachers are consistent over time and are able to meaningfully distinguish teachers.
The use of student feedback promotes both reflection and responsibility on the part of the students.
• Free and publically available • 34-item survey about student learning experiences,
mapped to the Colorado Teacher Quality Standards• Two versions of the survey – one for grades 3-5 and
another for grades 6-12• Developed by CEI with feedback from Colorado teachers
and students
Colorado’s Student Perception Survey
I used my Student Perception Survey results to: Agree• Identify areas for growth 77%• Reflect on my teaching in a way I haven't before 72%• Change my practice 66%• Complete my self-assessment 63%• Have a meaningful conversation with my evaluator or coach 49%
Student ratings are correlated with– Principal ratings– Student growth– Student achievement
Teachers are using results to change practice
Research on Colorado’s SPS
STUDENT LEARNING
How teachers use content and pedagogical knowledge to help students learn, understand, and improve.
STUDENT-CENTERED
ENVIRONMENT How teachers create an environment that responds to individual students’ backgrounds, strengths, and interests.
CLASSROOM COMMUNITY
How teachers cultivate a classroom learning community where student differences are valued.
CLASSROOM MANAGEMENT
How teachers foster a respectful and predictable learning environment.
What does the survey measure?
What does the survey measure?
1. Read through the survey questions for each category.
2. Write down up to five words for each category that describe the overall content.
Share your words with the group and come to a common set of up to five words for each category
Discuss
How does the survey content align to Teacher Quality Standards?
1.
Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
2.
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
3.
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Which standard(s)
align to each survey
category?
What does the survey measure?
Student LearningHow teachers use content and pedagogical knowledge to help students learn, understand, and
improve.
Student-Centered Environment How teachers create an
environment that responds to individual students’ backgrounds,
strengths, and interests.
Classroom Community How teachers cultivate a classroom learning community where student
differences are valued.
Classroom Management How teachers foster a respectful
and predictable learning environment.
Standards I and III Standard II
Standard II Standard II
Digging deeper
Star professional practices where you would like more information about teachers’ practice
Underline professional practices where you think students are uniquely positioned to provide additional information
Take ten minutes to read and annotate the Digging Deeper document
Online Tool
Digging deeper
1. Pick one element that you would like to discuss with your group
2. Going around the table, each person shares one element and how it is annotated• Why did you pick this element?• How do your stars and underlined areas align?
Does this change your thinking about how to use student feedback to get more information about teacher practice?
Discuss
Interpreting student survey results
Dig deeper into the
data
Identify strengths and areas of need
ReflectStart with
predictions
Start with predictions
Dig deeper into the
data
Identify strengths and areas of need
ReflectStart with
predictions
Start with predictions
How do teachers perceive their own practice as measured by the Student Perception Survey?
– What are their strengths?– Where do the think they need to improve?
Teachers can complete the teacher self assessment (for grades 3-5 and 6-12) prior to reviewing their results
Online Tool
Prioritize focus areas
Dig deeper into the
data
Identify strengths and areas of need
ReflectStart with
predictions
Guiding principles for digging into the data
Always consider comparison
groups
Questions should be compared against the school, district, or content are comparison groups.
Look at the distribution of
responses
Two questions may have the same percent favorable score but one could have many more “never” responses than “most of the time.”
Disaggregate to understand subgroups
Responses to some questions may look very different for different groups of students (e.g., boys vs. girls, different periods or grade levels, etc.).
Identify strengths
Are higher than the comparison groupsAre better than predictionsHave a lot of “always” responsesHave consistent responses across subgroups
LOOK FOR
ITEMS THAT…
Identify areas of need
Are lower than the comparison groupsDon’t live up to predictionsHave a lot of “never” responsesLook very different for student subgroups
LOOK FOR
ITEMS THAT…
Incorporate context
Dig deeper into the
data
Identify strengths and areas of need
ReflectStart with
predictions
Student survey results don’t stand alone
SPS results
Professional practices
Student growth data
Curriculum
Programs and initiatives
Try it on your own
Dig deeper into the
data
Identify strengths and areas of need
ReflectStart with predictions
Use the SPS Reflection Tool to analyze your results
Online Tool
Incorporating SPS results in professional goals
• Think about outcomes instead of metrics• Use SPS results as one of multiple measures• Align goals to the Teacher Quality Standards
Taking action
• Strategies Guide for grades 3-5 and 6-12• Coaching Conversations Guide
Online Tool
Incorporate data into professional growth plans
Use data as an artifact for professional practices
Pair teachers with complimentary strengths and areas of need
Guiding principles for talking to teachers about results
TAKE NERVOUSNESS AND ANXIETY INTO
ACCOUNT Approach results with empathy and understanding.
REINFORCE THE QUALITY OF THE
SURVEYHelp teachers understand why the survey is fair, valid, and reliable.
REASSURE TEACHERS ABOUT
IMPLEMENTATION FIDELITY
Address concerns such as how students were assigned to teachers, how the survey was proctored, accommodations etc.
Presenting school-level SPS results
• Demo report format • Build a common understanding of school-level
results• Model analyzing results• Set expectations for individual review of results
Use the School-level Results PowerPoint template to present results to teachers
Online Tool
Having conversations with individual teachers
PREPARE REFLECT
DIG IN
TAKE ACTION
• Be clear about expectations• Review the SPS data• Gather additional relevant information
• Get and give general impressions• Provide space for questions and
concerns
• Listen to the teacher’s impressions• Share your impressions• Push on areas that don’t align
• Reiterate conclusions• Discuss next steps• Provide support and/or resources
Role play
Prepare for a conversation with a teacher using the results you have been working with today
Use the SPS reflection sheet and the Coaching Conversations Guide
Role play a coaching conversation with a partner
Discuss
Online Tool
SPS Next Steps
• Review your school-level SPS results and use the PowerPoint template to prepare to share those results with your staff
• Review individual teachers results to prepare for individual conversations– Be creative about making time for these conversations
• Share the responsibility with other administrators, coaches, or teacher leaders
• Focus your time on specific teachers you think need the most support
SPS Timeline
Timeline Activity[Date] SPS results are delivered to principals [Date] Usually 1-2 weeks later
Present school-level results to teachers
[Date] Day after presentation of school results
SPS results are delivered to teachers
[Date range] Individual conversations with teachers
TPS reminders and next steps
• TPS administration window: [dates]• TPS results will be deliver to principals [date]• Next steps
– [Insert any specific next steps]
Use the TPS Reflection Tool to reflect on your TPS results
Online Tool