Tripod Student Surveys Ronald F. Ferguson, PhD Co-Founder, Tripod Education Partners, Inc., and...
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Tripod Student Surveys Ronald F. Ferguson, PhD Co-Founder, Tripod Education Partners, Inc., and Faculty Director, the Achievement Gap Initiative at Harvard
Tripod Student Surveys Ronald F. Ferguson, PhD Co-Founder,
Tripod Education Partners, Inc., and Faculty Director, the
Achievement Gap Initiative at Harvard University September 9, 2014
Discussion with Massachusetts Association of School Business
Officials
Slide 2
Ron Ferguson Founder of the Tripod Project and its student and
teacher surveys Leads all research and analysis of Tripod survey
data Eighteen years building bridges between researchers and
professional K-12 educators Over thirty years teaching and research
at Harvard University Director of the Achievement Gap Initiative,
Harvard University #2
Slide 3
Why might student surveys be relevant from a school finance
perspective? Turnover. Productivity. Survey patterns can: 1.
supplement test scores as a way of tracking instructional quality
improvementsthey can help inform judgments on whether expenditures
on professional development are producing value. 2. help reduce
turnover by more accurately identifying teachers who are struggling
and might leave without targeted support. 3. help cut turnover
through reducing frustration among struggling teachers without a
diagnosis of what they could do better. 4. help identify teachers
whose ideas and practices could be harvested for sharing, thereby
increasing payoffs to professional development expenditures 5. help
instructional coaches and administrators more efficiently
differentiate professional supports.
Slide 4
Four Key Messages Students are good observers There is a great
deal of measurable variation in teaching quality Multiple measures,
multiple times, over multiple years While our surveys are also
appropriate for evaluation, our primary purpose has always been
professional growth #4
Slide 5
MET
Slide 6
Slide 7
Slide 8
Why the focus on student surveys? Source: www.metproject.org In
the Gates Measures of Effective Teaching study a single
administration of Tripod surveys was found to be a reliable measure
and predictive of student achievement gains. #8
Slide 9
Slide 10
Slide 11
Nine Principles from the Gates Measures of Effective Teaching
Source: www.metproject.org
Slide 12
Vision Universal reliance on student feedback as a respected
basis for professional reflection on ways to provide enriched
learning experiences in the near term, to enable high quality life
outcomes over the long term. Role in evaluation systems? #12
Slide 13
Tripod
Slide 14
Content What should we teach? Does each teacher have deep
knowledge of the curriculum? Pedagogy How should we teach? Does
each teacher use effective instructional techniques? Relationships
Are we a community? Do students and teachers care about, inspire,
and motivate each other? Improved student performance depends on
strengthening three legs of our teaching practice: Why the name
Tripod? #14
Slide 15
Dozens of Districts and Several States are Using Tripod
1/17/2014
Slide 16
Some Background Typically administered as an organized school
and/or district activity Multiple versions: K-2, 3-5, 6-12,
measuring - Student Engagement- Teaching Effectiveness - School
Climate- Youth Achievement Culture Online or paper-based
Approximately 20 minutes to complete, on average Response rates of
over 95% are common #16
Slide 17
Capturing Valuable Insights from Students The Framework Matters
#17 Grounded in decades of teaching quality research Easy to
understand and remember Excellent coverage of key education issues
Ideas are integrated coherently as a system of concepts Easy to
align and cross-walk with prominent observational frameworks (such
as those by Danielson, Marshall, Pianta, and Marzano.)
Slide 18
Survey Items Organized in a Framework Refined over a Decade:
Informed by Research and Input from Teachers #18
Slide 19
Components of the Tripod 7Cs Framework 1.Care: Show concern and
commitment. 2.Confer: Invite ideas and promote discussion.
3.Captivate: Inspire curiosity and interest. 4.Clarify: Cultivate
understanding and overcome confusion. 5.Consolidate: Integrate
ideas and make learning coherent. 6.Challenge: Press for rigor and
persistence. 7.Control: Sustain order, respect and focus.
SUPPORTSUPPORT PRESSPRESS #19
Slide 20
Sample Survey Items Clarify If you dont understand something,
my teacher explains it another way. My teacher explains difficult
things clearly. Challenge Control Care Confer Captivate Clarify
Consolidate #20
Slide 21
Sample Survey Items Control Students in this class treat the
teacher with respect. My classmates behave the way the teacher
wants them to. Our class stays busy and doesnt waste time.
Challenge Control Care Confer Captivate Clarify Consolidate
#21
Slide 22
Challenge My teacher asks students to explain more about the
answers they give. My teacher doesnt let people give up when the
work gets hard. In this class, we learn to correct our mistakes. My
teacher wants us to use our thinking skills, not just memorize
things. Sample Survey Items Challenge Control Care Confer Captivate
Clarify Consolidate #22
Slide 23
Percentage Desirable Responses
Slide 24
Percent agreement (i.e., Mostly or Totally True), for: "In this
class, we learn a lot almost every day." (One rural district: each
bar is a class.)
Slide 25
Early Elementary Items, e.g.: My teacher is nice to me when I
ask questions. (Care) To help us remember, my teacher talks about
things that we already learned. (Consolidate) My teacher makes sure
that I try to do my best. (Challenge) #25
Slide 26
Kindergarten First Second
Slide 27
Chart for illustrative purposes: NOT real data #27
Slide 28
Agreement with selected statements by students in 25 th and 75
th percentile classrooms from the MET secondary school sample. (
From among 2985 classrooms, each with at least 5 students
responding) 25 th Percentile 75 th Percentile 1. CARE: My teacher
in this class makes me feel that s/he really cares about me 4073 2.
CONTROL: Our class stays busy and doesnt waste time. 3669 3.
CLARIFY: My teacher explains difficult things clearly. 5079 4.
CHALLENGE: My teacher wants me to explain my answers why I think
what I think. 5983 5. CAPTIVATE: My teacher makes learning
enjoyable. 3372 6. CONFER: My teacher wants us to share our
thoughts. 4779 7. CONSOLIDATE: My teacher takes the time to
summarize what we learn each day. 3867
Slide 29
29 Predicted differences in months of learning for classrooms
at the 25th versus 75th percentiles of the composite 7Cs
distribution for the MET sample. (Estimated using surveys from one
class and gains from another class, taught by the same teacher.)
Using student survey responses in one section to predict learning
gains in another. Predicted difference per school year* On state
math tests 4.8 months On the Balanced Assessment in Math 3.7 months
On state English Language Arts (ELA) tests 2.3 months On the
Stanford 9 Open Ended ELA 2.9 months *Based on Table 9, p. 26: Bill
and Melinda Gates Foundation, Learning about Teaching: Initial
findings from the Measures of Effective Teaching Project. December
2010.
Slide 30
Teaching Practices: What matters most? #30 Care Control Clarify
Challenge Captivate Confer Consolidate
Slide 31
Simple 7Cs correlations with previous-year value-added ratings
for 233 teachers of math, science, and English language arts in one
Tripod district. (Not MET)
Slide 32
Some Things Tripods 7Cs Predict (MET data for 4 th through 8 th
Graders; Multivariate Estimation.) SupportPress Value-Added Test
Score Gains -- Inspiration to Attend College -- Happiness in Class
-- Effort in Class #32
Slide 33
Tripod composite 7Cs favorability percentages for one district,
by year and season, for each level of schooling, including only
teachers with at least one class per deployment. (N>800 teachers
for each level.)
Slide 34
Improvement
Slide 35
A Personalize Report to Each Teacher Surveys are organized to
help focus goal-setting discussions and decisions about
professional development. Progress can be tracked over time.
Slide 36
Four Possible Scenarios Surveys are scored and results are used
for performance evaluations Results are used as a check on the
accuracy of the other ratings Teacher receives results, reflects,
sets some goals, and is evaluated on their approach and follow
through on this process. Some (which?) or all of the above #36
Slide 37
School One (N=356 students)
ControlChallengeCareConferCaptivateConsolidateClarifyRow Mean
A11111111.0 B1111111 C11121111.1 D11212111.3 E22111211.4
F12212221.7 G22212221.9 H22312222.0 I42123232.4 J42333222.7
K24444443.7 L15534554.0 M55444444.3 N55555444.7 School Two (N=354
students) A44111212.0 B45111322.4 C4144211 D52313322.7 E52433223.0
F33233443.1 G5332243 H55142333.3 I54243343.6 J55354544.4
K54445554.6 L5555354 Variation Tables for Two Secondary Schools
Numbers and colors indicate quintiles in the secondary school
distribution for this state.
Slide 38
School One (N=356 students) Con- trol Chal- lengeCare Con- fer
Capti- vate Consoli -date Clar- ify Row Mean A11111111.0 B1111111
C11121111.1 D11212111.3 E22111211.4 F12212221.7 G22212221.9
H22312222.0 I42123232.4 J42333222.7 K24444443.7 L15534554.0
M55444444.3 N55555444.7 School Two (N=354 students) A44111212.0
B45111322.4 C4144211 D52313322.7 E52433223.0 F33233443.1 G5332243
H55142333.3 I54243343.6 J55354544.4 K54445554.6 L5555354 Four
Possible Scenarios Surveys are scored and results are used for
performance evaluations Results are used as a check on the accuracy
of the other ratings Teacher receives results, reflects, sets some
goals, and is evaluated on their approach and follow through on
this process. Some (which?) or all of the above OTHERS?
Slide 39
Each student engagement target has a unique relationship to the
7Cs. So, we may need different professional learning priorities,
depending upon which aspects of student engagement seem most
critical to improve.
Slide 40
Trust Cooperation Ambitiousness Diligence Satisfaction Care
Confer Captivate Clarify Consolidate Challenge Control 7Cs
ComponentsEngagement Targets
Slide 41
Trust Cooperation Ambitiousness Diligence Satisfaction Care
Confer Captivate Clarify Consolidate Challenge Control 7Cs
ComponentsEngagement Targets
Slide 42
Trust Cooperation Ambitiousness Diligence Satisfaction Care
Confer Captivate Clarify Consolidate Challenge Control 7Cs
ComponentsEngagement Targets
Slide 43
Trust Cooperation Ambitiousness Diligence Satisfaction Care
Confer Captivate Clarify Consolidate Challenge Control 7Cs
ComponentsEngagement Targets
Slide 44
Trust Cooperation Ambitiousness Diligence Satisfaction Care
Confer Captivate Clarify Consolidate Challenge Control 7Cs
ComponentsEngagement Targets
Slide 45
Four Key Messages Students are good observers There is
measurable variation in teaching quality Multiple measures,
multiple times, over multiple years While our surveys are useful
for evaluation, our primary purpose is professional growth #45
Slide 46
For info on Tripod, contact: Rob Ramsdell Tel: 617-645-2725
[email protected] #46