Presentation on theme: "ANALYZING STUDENT PERCEPTION DATA TO REFLECT UPON INSTRUCTIONAL PRACTICES."— Presentation transcript:
ANALYZING STUDENT PERCEPTION DATA TO REFLECT UPON INSTRUCTIONAL PRACTICES
MET Project “Measures of Effective Teaching” The effective use of student voice surveys is featured in the Gates Foundation MET Project. Using a sample of 44,500 students, the results of the MET study in Dec. 2010 and Jan. 2012 reinforce a growing consensus that integrating student survey assessment results with high-quality observations and student growth scores on achievement tests creates a much more valid and reliable teacher evaluation system compared to current standard practices. Remember: Student Voice Surveys are only one part of the multiple measures used in PGES to give feedback about teacher effectiveness. education.ky.gov metproject.org
“They Are the Experts” MET Project Q & A Protocol (Learning Forward Module 3: Learning Designs): THREE LEVELS OF TEXT QUIETLY and INDEPENDENTLY Underline a sentence you find significant in the text. Underline a phrase you find significant in the text. Underline a word you find significant in the text. At your tables, take turns sharing your sentence, WITHOUT COMMENTARY FROM SPEAKER OR GROUP MEMBERS. Continue the process for the significant phrase, then the significant word.
S.T.U.D.E.N.T. Framework… Teachers Provide: Support through rigorous instruction Transparency through effective communication styles Understanding through appropriate and varied assessments Discipline through respectful classroom culture Engagement through innovative instruction Nurturing through attentive observation Trust through teamwork Questions measure specific aspects of the classroom experience.
HOW WILL DATA BE USED? Teachers will use data to inform instruction and classroom practice. School and district leaders will use data to determine potential areas for professional learning and teacher support. KDE will collect the data to validate the instrument for future use.
OBSERVATIONS IDENTIFY PATTERNS AND STATEMENTS OF FACT WHEN LOOKING AT DATA, STATEMENTS OF FACT USUALLY INCLUDE NUMBERS Example: The teacher’s highest rating was in the ‘Understanding’ category at 81%.
HYPOTHESES OF PRACTICE (HOPS) 2. Develop statements about your practice that MAY explain observed data patterns. School or classroom practices Practices that can be altered Characteristics of individuals Unalterable factors STATEMENTS ABOUT… NOT…
3. REFLECTIONS What does the data reflect about the teacher’s Greatest area of strength? Areas for possible teacher growth?
S.T.U.D.E.N.T. Framework… Teachers Provide: Support through rigorous instruction Transparency through effective communication styles Understanding through appropriate and varied assessments Discipline through respectful classroom culture Engagement through innovative instruction Nurturing through attentive observation Trust through teamwork
CONNECTION TO KY FFT K-23-56-12 SUPPORT 2B 2B, 3D TRANSPERENCY 2B, 3D, 2E, 3A2B, 3D, 2E, 3A, 3D 3A, 3E, 3D UNDERSTAND 3D, 3C 3D DISCIPLINE 2D, 2C2B, 2D2A, 2D, 2C ENGAGE 3C, 3B NURTURE 2A, 3D, 3B 2A TRUST 3B, 2B, 2A, 2B3B, 2B, 2A2A, 2B, 3B, 2C
4. HOW DOES THIS DATA INFORM PROFESSIONAL LEARNING? Cite some examples of possible professional learning where the teacher could benefit.
Skill – Strategic Conversations According to the data, what TYPE of feedback would you offer this teacher? Master teacher (Exemplary) – Micro-feedback Practitioner (Accomplished) – Summary Feedback Apprentice teacher (Developing) – Prescriptive Feedback Novice (Ineffective) – Diagnostic Feedback Practice drafting feedback for your teacher.
Next Steps…. DLTs discuss your plan for addressing the SVS Data Who will review the data? When? What strategies will be used? How does the survey fit with other measures of effective teaching? What supports will need to be provided? How will teacher-specific PD be provided?