1. Ways to Utilize the 2012 FCPS Working Conditions Survey April 11, 12, 13 Laurie Fracolli, Sid Haro, and Andrew Sioberg

2. FCPSWCS Training Objectives Become familiar with your school data from the 2012 survey results. Participate in a drill down process to move through the data in an orderly and efficient manner. Have practice conversations around data results using survey item worksheets. Understand a process for presenting this information at your school. Gain a level of comfort in interpreting and disseminating WCS data. Anticipate challenges to unpacking this information at your school.

3. Next Action Steps Following This Training Develop a process for reflecting upon this data with your school community. Disseminate WCS learning with all members of your school community. Allocate time to initiate a process for identifying issues based on the WCS data. Engage in meaningful conversations over time about how this data reflects the context of your school. Use the survey findings to inform and design school improvement plans. Share best practices in utilizing the data in meaningful and productive ways with colleagues across the district.

4. Norms for the Discussion Equity of Voice –All voices are heard Active Listening –Really listen to what people are saying –Avoid side conversations –Stop internal monologues Safety to Share Different Perspectives –Welcome all ideas, suggestions, or thoughts on the topic –Respectfully discuss differing opinions Confidentiality –Avoid specific names or titles Other? ______________________

5. Connector: Reflect on your school over the past year. –Are there any areas you and your colleagues really focused on that you might anticipate positive findings on survey results? –Are there any areas that you and your colleagues feel are in need of improvement and the data results may confirm that hypothesis? –There is a reflections connector graphic organizer in your handouts (Page B)

6. What We Know It matters for kids. –All five working conditions factors were statistically significant in explaining achievement across subjects and school levels. It matters for teacher retention. –Teachers with positive perceptions of their working conditions are much more likely to want to stay at their current school than teachers who are more negative, particularly in the areas of leadership and empowerment. Principals and teachers see things differently. –Understanding perspectives can improve dialog.

7. The FCPS WCS Survey Continues to Grow 2008: 58 percent response, 8,600 educators 2010: 75 percent response, 11,000 educators 2012: 80 percent response, 12,406 educators 10516 teachers 183 principals 287 assistant principals 144 other administrator (guidance dir, activities dir) 1276 other education professional (school counselor, social worker, school psychologist)

8. Overall Findings At The District Level Compared to 2010, teaching conditions generally are as positive in 2012 or more so when looking at the district averages (change in scale limits the accuracy of the comparison) 85 percent agree that overall, their school is a good place to work and learn While many conditions related to time have improved, the issue of time remains critical The district averages can hide important differences at the cluster and individual school level

9. What Are We Doing Today?

10. FCPSWCS Data Drill Down Examine the Construct Indicators Determine a Construct of Focus Examine Items Within the Construct Determine an Item of Focus Analyze Individual Items Develop Plan

11. Things You Need to Have A copy of your Summary Report A copy of your Summary Comparison Report If you can believe it, it may be helpful to have your cell phone

12. Basic TELL Vocabulary (Page F) TELL – Teaching, Empowering, Leading and Learning Teaching and Learning Conditions – the systems, relationships, resources, environments and people in your school that affect your ability to teach (or learn) at a high level Construct – a grouping of several specific questions, all dealing with the same topic –Time, Facilities and Resources, Community Support and Involvement, Managing Student Conduct, Teacher Leadership, School Leadership, Professional Development, Instructional Practices and Support, and New Teacher Support Item – a specific individual question Rate of Agreement – the percentage of people who said they agreed or strongly agreed that a working condition was in place

13. Locate the Construct Indicator Worksheet (page G)

14. Summary Report – Finding your School Data

15. Construct Indicator Worksheet – Marking Your School Data 43.8

16. Summary Report – Finding your School Level Data

17. Construct Indicator Worksheet – Marking Your School Level Data 43.855.6

18. Summary Report – Finding your District Data

19. Construct Indicator Worksheet – Marking Your District Data 43.855.658.5

20. Summary Comparison Report – Results From 2010

21. Construct Indicator Worksheet – Marking Your Data from 2010 43.855.658.5 36.6

22. Construct Indicator Worksheet – Calculate Growth from 2010 to 2012 43.855.658.5 36.6 7.2

23. Compare Your School Data to the School Level data 43.855.658.5 36.6 7.2 -11.8

24. Compare Your School Data to the District data 43.855.658.5 36.6 7.2 -11.8 -14.7

25. Continue the same process for the remaining questions on the Construct Indicator Worksheet

26. Prioritize the Constructs 43.855.658.5 36.6 7.2 -11.8 -14.7 78.2 63.4 14.8 88.6 -10.4 88.7 -10.5 87.394.894.0 83.2 4.1-7.5-6.7 2 4 5

27. Which Construct Do I Want to Explore Further? In which constructs did your school have the most positive working conditions? In which constructs did your school have the least positive working conditions? Are there any constructs where your school’s results are significantly different from the district or level? Are there any large swings from 2010 to 2012? How might current school improvement plans and processes influence your choice here? Are areas of high dissatisfaction unique to your school or an area of concern across the district?

28. Keep This in Mind Without context, data have little meaning Looking at data in a wide variety of ways adds some level of context No one way of data examination is the smoking gun This data is one of multiple measures that can be examined to get a total picture of your school’s conditions As you are reflecting on your data, constantly be thinking about what factors are contributing to these results and what things you might be able to do to improve them

29. Locate the ‘Blank Construct Item Worksheet’ Page I

30. Remember that Worksheets for Each Construct Are Online

31. Choose an Item of interest from your Construct Investigation Narrow your focus even further by prioritizing your Items for this Construct –Your item of focus does NOT have to be your lowest item scores –You and your faculty know the context of your school. Use that knowledge in addition to this investigation to choose an item of greatest impact to explore further

32. A Detailed Report is Also Available Online

33. On Your Way to Break On your way to break, place one sticky on the consenso-gram above the item number you have decided you would like to look at further

34. Two Methods for Examining Individual Items A written process for Analyzing an Item Individual Item Prompts for guiding reflective conversations

35. Process for Analyzing an Identified Item What is working? What is not working? What would be ideal? What are challenges to achieving the ideal?

36. ‘What is working/not working’ Example and blank worksheets (Page J)

38. ‘What is Ideal? What are the Challenges’ Example and blank worksheets

40. Individual Item Prompts Used to guide reflective, collaborative conversations about specific school conditions A series of item prompts have been made for nearly every question in the survey and are available on-line These are not the only questions to ask, but provide a starting point for dialog.

41. Individual Item Prompt Activity In each group, assign a: –Facilitator –Recorder –Reporter In your groups: – Discuss the prompts provided – Document important findings from the discussion – Be prepared to share out some of your thoughts

42. Set Some Goals

43. Anticipating Challenges Who facilitates this work? Addressing limited collaborative time. Addressing equity issues. Having a fierce conversation.

44. Contact Us Laurie Fracolli lfracolli@newteachercenter.org Sid Haro sharo@newteachercenter.org Andrew Sioberg asioberg@newteachercenter.org