TELL Colorado Post-Survey Webinar Andrew Sioberg New Teacher Center

TELL Colorado Post-Survey Webinar

Andrew Sioberg

New Teacher Center

Copyright © 2015 New Teacher Center. All Rights Reserved.

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


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


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


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.


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.


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)

Reports Available for Navigating TELL Results

at Your School Site


What is available on the www.tellcolorado.org

Detailed Comparison to 2013Summary


Detailed Report

District

School

School Level


Summary Report

District School Level School


Summary Comparison Report

2015 2013School Results School Results


New This Year

District Heat Maps Scatterplots

Tools and Resources Available for Navigating

TELL Results at Your School Site


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


• 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


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

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TELL Colorado Tools and Resources


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


Construct Indicator Worksheet


Two Methods for Examining Individual Items

•A linear process for Analyzing an Item

• Individual Item Prompts for guiding reflective conversations


Process for Analyzing an Identified Item

What is working?

What is not working?

What would be ideal?

What are challenges

to achieving the ideal?


What’s Working? What’s Not?


Sample Item Prompt


2.1D: Reflections


Some Data Dos and Don’ts


Please Don’t Ignore Your Results


Be Intentionally Inclusive


Accept that People’s Perceptions Are their Reality


Results are One of Multiple Tools


Improving Conditions is a Process


Move Away From the Numbers and Engage in Conversations

Thank you

Andrew Sioberg

[email protected]

Documents

TELL Colorado Post-Survey Webinar Andrew Sioberg New Teacher Center