1. Should Students Have A Voice?
What can Student Surveys Tell Us about Teacher Effectiveness?
Day 2 2:30-3:00 Student Voice
Student Voice 30+ minutes
The Measures of Effective Teaching (MET) project was designed to help teachers and school systems close the gap between their expectations for effective teaching and what is actually happening in classrooms.
Multiple measures, including both observations and student perception surveys, are more predictive of student growth than observations alone.
Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate.
Student responses are anonymous.
Individual teacher results will not be shared publicly.

2. Learning Targets
I can
I can explain how student voice is used a an effectiveness measure.
I can examine a student voice sample survey to determine ways I can use the information to become a more effective teacher.
What can I learn from the student voice survey results?

3. Just how important is Student Data and What can be learned from it?
Jigsaw Reading Activity: “The View From the Seats”
Directions:
All Participants read the introductions
Break into groups 1-4
Individual Work: Independent reading of assignment
In small groups discuss article assignment and come up with three key points for the group.
Small group key points will be shared with the large group
For our first activity you will each need a copy of the article “The View From the Seats” and the accompanying handout for recording key points from the article. Notice that the articles has line numbers for you to reference if you would like to reference a specific passage. Each table will count off 1-4. This number becomes your number for the assignment. In order to have our expert groups small we may have several expert groups formed for each number. The objective is that when you return to table groups there are experts on each section of the assigned reading. Each participant will share their learning as other table participants take notes on the handout provided. At the conclusion of the activity everyone will know the key concepts of the entire article.

4. RESEARCH TELLS US THAT STUDENTS ARE THE BEST PREDICTORS OF TEACHER EFFECTIVENESS.
“Student ratings are the single most valid source of data on teaching effectiveness.”
--McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52,1218–1225.
It is important to understand that research tells us that students are the very best predictors of teacher effectiveness. The research base for this multiple measure is significant, and so it is an important part of the pilot process. Kentucky is currently using a modified version of the Tripod survey. The Tripod has been given and refined over the last decade, through a partnership with Cambridge Education and Dr. Ronald Ferguson of Harvard University. That long-term research provides validation of the reliability of the process and the results.
Teachers use data from the surveys to analyze student engagement, classroom learning conditions, teaching practices, youth culture and school climate, because the feedback on aspects of practice is specific and actionable.
While just giving the survey has no effect on teacher effectiveness, what teachers do with the data after it is reported may have dramatic impact on effectiveness.

5. The 7 Cs of Teaching Practice
Caring about students (Encouragement and Support)
Captivating students (Learning Seems Interesting and Relevant)
Conferring with students (Students Sense teachers respect their Ideas)
Controlling behavior (Culture of Cooperation and Peer Support)
Challenging students (Press for Effort, Perseverance and Rigor)
Clarifying lessons (Success Seems Feasible)
Consolidating knowledge (Ideas get Connected & Integrated)
Students respond to 7Cs of teacher practice. While they include all of these Cs listed and briefly explained here, research validates some among these are the most critical practices in terms of student achievement.
According to Dr. Ferguson, “Educators often think caring is the most critical practice for student achievement, … but actually the practices most highly correlated with high achievement were, in order:”
• Control (students responding that they treated the teacher with respect, their class was well-behaved, their class didn't
waste time) • Challenge (students responding that they ‘learn a lot every day,’ and they ‘learn to correct (their) mistakes’
• Clarify (students responding that their teacher clearly explains difficult concepts/processes/ideas)
“Teachers who were in the top quartile in terms of the numbers of students reporting that they practiced the seven Cs, Ferguson said, had students achieving a half year of learning more than students of teachers in the bottom quartile of the seven Cs.”
This is part of the reason why student perception data is so critical in terms of changing teacher practice and the impact that change can have on student achievement.
Source of quotes:
(an article by Sarah Sparks in the August 9, 2012 Education Week, “Studies Give Nuanced Look at Teacher Effectiveness”)

6. What Might It Look Like?
Care: My teacher in this class makes me feel that he or she really cares about me.
Control: Our class stays busy and doesn’t waste time.
Clarify: My teacher explains difficult things clearly.
Challenge: My teacher wants me to explain my answers – why I think what I think.
Captivate: My teacher makes learning enjoyable.
Confer: My teacher wants us to share our thoughts.
Consolidate: My teacher takes the time to summarize what we learn each day.
Let’s just think about what questions for teach of the 7 C’s might look like on a student survey.
Care: My teacher in this class makes me feel that he or she really cares about me.
Control: Our class stays busy and doesn’t waste time.
Clarify: My teacher explains difficult things clearly.
Challenge: My teacher wants me to explain my answers – why I think what I think.
Captivate: My teacher makes learning enjoyable.
Confer: My teacher wants us to share our thoughts.
Consolidate: My teacher takes the time to summarize what we learn each day.

7. The 7 Cs of Teaching Practice Framework for Teaching
Student Voice
The 7 Cs of Teaching Practice
Framework for Teaching
Caring: My teacher seems to know if
something is bothering me.
2A: Creating an Environment of Respect and Rapport
Captivating I like the way we learn
in this class.
3C: Engaging Students in Learning
3B: Using Questioning and Discussion Techniques
Conferring: My teacher wants us to share
our thoughts.
2B: Establishing a Culture for Learning
Controlling: My classmates behave the way
the teacher wants them to.
2C: Managing Classroom Procedures
Challenging: In this class, we learn to
correct our mistakes.
Clarifying: My teacher knows when the
class understands.
3A: Communicating with Students
3E: Demonstrating Flexibility and Responsiveness
Consolidating: The comments I get help me
know how to improve.
3D: Using Assessment in Instruction
It is important to note the close alignment between the 7 C’s and the Framework for Teaching. This slide gives us a brief look at how the 7 Cs of teaching practice can crosswalk with the framework. Think for just a moment about the implications for student voice surveys use as a data source teacher professional growth.

8. Student Voice Survey
Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate.
Student responses are anonymous.
Individual teacher results will not be shared publicly.
Multiple versions: 3-5 and 6-12 (Language is grade appropriate and questions have been through an extensive validation process).
The 3-5 and the 6-12 surveys will be administered online.
Student surveys are administered at the classroom level.
The Kentucky Pilot Student Voice Survey will be an abbreviated version of the Tripod Survey.
Student surveys will be used to collect data and to generate reports focused on classroom learning conditions, student engagement, and school climate.
Student responses are anonymous.
Individual teacher results will not be shared publicly.
Multiple versions: 3-5 and 6-12 (Language is grade appropriate and questions have been through an extensive validation process).
The 3-5 and the 6-12 surveys will be administered online.
Student surveys are administered at the classroom level.

9. Teachers that teach multiple classes:
Only one class will take the survey
Administered for all teachers during a pre-selected period mid-day
Students of teachers with planning take the survey the next hour
Could impact the validity if students take survey multiple times
Protocol validated through the MET Project
Some teachers teach multiple classes. For those teachers the following points are important to keep in mind.
Only one class will take the survey
Administered for all teachers during a pre-selected period mid-day
Students of teachers with planning take the survey the next hour
Could impact the validity if students take survey multiple times
Protocol validated through the MET Project

10. Sample Report What area can you identify for growth
This is sample of the type of report that teachers review on the Student Voice Survey. The actual report will reflect The positive responsive (seen here) and the Number of students responding to the survey. Let’s use this sample report with the next activity.

11. UNLEASHING THE POTENTIAL FOR TEACHER GROWTH
You Will Need:
Needed: *Materials from 2012/2013 field test
CITTS/Student Voice Sample Report
Draft Student Voice Survey Questions for Grades 6-12
Follow the Directions on “The Analyzing Student Voice Survey Worksheet”
This is a group activity to acquaint you with information that might be gathered form the student voice survey. Using the materials provided engage in table conversations about the possible uses of the student survey to inform teacher growth. Also list table comments and concerns about student voice.
(Debrief)