1. WERA Hot Topics Webinar Student Perceptions to Improve Instruction

2. Welcome and Introductions
Sue Anderson, Office of Superintendent of Public Instruction
Pete Bylsma, Mukilteo School District
Nasue Nishida, Center for Strengthening the Teaching Profession
Holli Hanson, Center for Strengthening the Teaching Profession
2:00 - 2:05
Nasue - welcome
Each person introduces themselves

3. Webinar Run-Down Overview of the Student Perception Project
Process for developing student perception items for WA educators
Access to the student perception items
Questions
2:05-2:07 - Nasue

4. Student Perception Project Overview

5. Project Overview
Project Purpose: Explore student perception data, surveys and tools that collect and analyze these data and grow our overall understanding of how student perceptions can be used to inform educator practice.
8 school districts
Arlington
Bellingham
Camas
Davenport
Fife
Tumwater
Steilacoom
Pullman
2 year project + 1 year development
Explore vendor surveys and learn about student perceptions
2:07 - 2:10 (3 min)
Nasue

6. Why Collect Student Perceptions?
Grow educators’ knowledge of students and how they think.
Refine and grow educator practice.
Understand more robust, valid, reliable and systematic ways of collecting perception data that is meaningful and relevant to educator practice.
Meet the state evaluation law in two areas – multiple measures and student input. The law states that student growth data “must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools” (RCW 28A (2)(f) and that “student input may also be included in the evaluation process” (RCW 28A (2)(g)).
2:10 - 2:15 (5 min)
Nasue

7. What We Learned
The closer student perception data is connected to a teacher’s evaluation, the more private the information will be.
Student surveys that make connections to instructional frameworks are useful.
Flexibility in giving teachers opportunity to choose the survey questions is important.
Student surveys for primary grades are important and wanted.
Student surveys by vendors cost $$$$$.
2:15 – 2:20 (5 min)
Sue

8. Process for Developing SP Items

9. Development Process Process: Contracted with two survey experts
Convened 3 educator workgroups based on instructional frameworks to develop and select items
Pre-tested items
Piloted items
2:20-2:21
Nasue and Pete

10. Survey Development Process
Identified framework-related concepts students could rate
Reviewed items in existing surveys for alignment to frameworks
Identified gaps where more items were needed
Created new items, simplified/clarified existing items
Initial total = 359 items (some fit multiple frameworks)
CEL = 111
Danielson = 91
Marzano = 157
Determined survey structure (statements, 5-point Likert scale)
Pete – 2:21-2:24

11. Survey Development Process
Drafted pre-test for small group “cognitive labs” with students to understand their thinking and experience as they took survey
Removed problematic/redundant items, simplified terms
Administered updated/shorter surveys for larger-scale pilot
Example of survey item
“I know what high quality work looks like.”
CEL 5D+, P5 Danielson, 3d (Marzano 1.1 has similar item)
Scale ranges from Strongly Disagree to Strongly Agree
Pete 2:24-2:26

12. Survey Content
2:26-2:28

13. 2:28

14. Example of Items – CEL 5D Dimension A1 - Student Self-Assessment
My teacher helps me identify my strengths.
My teacher helps me learn by showing me how to use my strengths.
My teacher helps me set learning goals.
Students in this class use rubrics to judge for ourselves what we have learned.
2:30

15. Example of Survey Items - Danielson
Domain 3b - Using Questioning and Discussion Techniques
In our class discussion, students add to the ideas of other students.
My teacher asks questions that help me continue to think.
My teacher expects everyone to participate in class discussions.
My teacher uses multi-step problems or questions that require me to think deeply.
Students are encouraged to participate in class discussions.
Students respond to questions that other students ask.
2:31

16. Example of Survey Items - Marzano
Component Effective Scaffolding of Information Within Lessons
When something in this class is confusing, my teacher knows how to break it down so I can understand it.
In this class, I have goals and I know the steps to reach them.
My teacher breaks big projects or assignments into smaller pieces.
My teacher expects me to use something I learned and figure out how to apply it to something new.
My teacher helps me use graphic organizers and outlines to make learning easier.
2:32

17. Pilot Information Surveys # of Student Reponses CEL 5D
Elementary – 201
Secondary – 1,019
Danielson
Elementary – 362
Secondary - 868
Marzano
Elementary – 261
Secondary - 747
2:32-2:35
Holli

18. Teacher Response
Thank you for making this survey available. My students are the best judge of my practice- they see the good, the bad and the ugly! I went over the results with them and asked them for ideas on how I can improve. It has been an awesome experience.
Thank you SO much for doing this! I have my students reflect on my classes twice a year. I’m super excited to dig into this!
This has been a wonderful tool and the best conversation focus, ever.
There is a lot to learn from this data!
2:35-2:38
Holli

19. Student Perception Video
2:38-2:40
Play first 2 minutes only.

20. Access to SP Items

21. eVAL
Teachers can access the bank of survey items in eVAL.
District-wide use of eVAL is not required but access must be
granted to teachers on EDS (by the district’s Data Security Manager).
Information and Access:
2:40-2:45
Nasue - show quickly from website.

22. Please use the Q&A function to type in your questions or reflections.
2:45-3:00
Nasue and Holli will watch the chat.
Sue and Pete answer questions.

23. Thank you! Sue Anderson – sue.anderson@k12.wa.us
Pete Bylsma -
Nasue Nishida –
Holli Hanson –
3:00 - Adjourn