tell colorado post-survey webinar andrew sioberg new teacher center
TRANSCRIPT
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Training Objectives
•Learn why teaching conditions matter•Review the different school level reports •Understand the tools and resources that are available to utilize survey results for school improvement planning
•Run through some data dos and don’ts about using perceptual data
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Making a Strong Case for Why Conditions Matter
• Teaching conditions matter for teaching children
• Teaching conditions matter for retaining teachers
• Where you sit has a lot to do with how you see the world
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It Matters for StudentsResearch has shown that the quality of teaching conditions can encourage or constrain good teaching and have a powerful influence on student learning.
Ferguson and Hirsch (2014) Connection between conditions (especially time, autonomy, professional development and managing student conduct) and value added gains and student perceptions of academic press and support
Kraft and Papay (2014) Teacher effectiveness improved 38 percent more over a decade in schools with more positive working conditions
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It Matters for Keeping Teachers
Select 2015 TELL Colorado Questions Stayer Mover Difference
Overall, my school is a good place to work and learn. 91.2 47.7 43.4There is an atmosphere of trust and mutual respect in this school. 76.4 38.4 38.0The school leadership consistently supports teachers. 82.2 44.3 37.8Overall, the school leadership in my school is effective. 79.1 41.5 37.6The school leadership makes a sustained effort to address teacher concerns about empowering teachers. 77.1 40.6 36.5The school leadership makes a sustained effort to address teacher concerns about leadership issues. 74.8 39.2 35.6Teachers feel comfortable raising issues and concerns that are important to them. 71.0 35.7 35.2Teacher evaluations are fair in my school. 78.2 43.0 35.2
Note: The displayed calculated difference may vary by .1 due to rounding.
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Where You Sit Affects How You See the World
Select TELL Colorado Questions2015
Teachers Principals Diff
Efforts are made to minimize the amount of routine paperwork teachers are required to do. 51.6 89.8 -38.2The teacher evaluation process improves teachers’ instructional strategies. 50.0 86.1 -36.2Follow-up is provided from professional development in this school. 55.3 87.8 -32.5Administration consistently enforces rules for student conduct. 65.0 97.2 -32.2Teachers feel comfortable raising issues and concerns that are important to them. 65.0 96.3 -31.3Professional development deepens teachers' content knowledge. 58.6 89.2 -30.6The school leadership makes a sustained effort to address teacher concerns about leadership issues. 68.7 98.8 -30.1Teachers are allowed to focus on educating students with minimal interruptions. 62.9 92.5 -29.7
Note: The displayed calculated difference may vary by .1 due to rounding.
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About the 2015 Colorado Respondents
• 51 percent of Colorado educators participated
• 31,849 Educators• 10,631 (88.9 percent) Teachers• 607 (1.9 percent) Principals• 503 (1.6 percent) Assistant Principals• 2,440 (7.7 percent) other education professionals (school
counselors, school psychologists, social workers, etc.)
• 991 schools met or exceeded the 50 percent participation threshold (55 percent)
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What is available on the www.tellcolorado.org
Detailed Comparison to 2013Summary
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Detailed Report
District
School
School Level
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Summary Report
District School Level School
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Summary Comparison Report
2015 2013School Results School Results
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New This Year
District Heat Maps Scatterplots
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Colorado Unified Improvement Planning Process
Gather and Organize Data
Gather and Organize Data
Review Current
Performance
Review Current
Performance
Describe Significant
Trends
Describe Significant
Trends
Prioritize Performance Challenges
Prioritize Performance Challenges
Identify Root
Causes
Identify Root
Causes
SetPerformance
Targets
SetPerformance
Targets
Identify Interim
Measures
Identify Interim
Measures
Identify Major Improvement
Strategies
Identify Major Improvement
Strategies
Identify Implementation
Benchmarks
Identify Implementation
Benchmarks
Section III: Data Analysis and Data Narrative
Section IV: Target Setting
Section IV: Action Planning
Ongoing: Progress Monitoring
Preparing to Plan
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• Root cause analysis• Idea generation – before starting the RCA, look for
positive and negative trends in the TELL data. A heat map (color coding in Excel) will help trends pop out.
• RCA Verification – after narrowing down potential root causes, consult data to verify your theory. TELL can be a strong resource.
• Implementation Benchmarks• Very advanced!• School/district would need a long range vision for
collecting data over time and getting high enough participation rates.
TELL Data in the UIP
16
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Common Root Causes Using TELL Data as Verification
Culture of low expectations “Instructional practices and supports” section on staff beliefs
Not enough time for instruction Any items in the “Time” section
School does not have a system to address student behavior
Any items in the “Managing student conduct” section
Staff turnover “Overall” section on future employment plans and reasons for staying
Staff need to strengthen their skills Any items in the “Professional development,” “Instructional practices and supports,” and “New teacher supports” sections
Root Cause Analysis and TELL Results
17
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Data Drill Down ProcessExamine the Construct Indicators
Determine a Construct of Focus
Examine Items Within the Construct
Determine an Item of Focus
Analyze Individual
ItemsDevelop
Plan
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Two Methods for Examining Individual Items
•A linear process for Analyzing an Item
• Individual Item Prompts for guiding reflective conversations
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Process for Analyzing an Identified Item
What is working?
What is not working?
What would be ideal?
What are challenges
to achieving the ideal?
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Accept that People’s Perceptions Are their Reality
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Move Away From the Numbers and Engage in Conversations