Dr. Kelly J. Burgess Kannapolis City Schools STUDENT SURVEY RESULTS TO ENHANCE TEACHER EVALUATIONS.
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Transcript of Dr. Kelly J. Burgess Kannapolis City Schools STUDENT SURVEY RESULTS TO ENHANCE TEACHER EVALUATIONS.
Dr. Kelly J. Burgess
Kannapolis City Schools
STUDENT SURVEY RESULTS TO ENHANCE
TEACHER EVALUATIONS
“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
- John Hattie
What made the coach’s feedback more effective?
TABLE TALK
Does not distinguish between various domains of teaching
Observation standards are skewed towards positive
Administrators unable to provide specific, actionable feedback
EXISTING TEACHER EVALUATION SYSTEM
Knowles (1998), Tomberlin (2014)
NCDPI website (2014), Weisberg et.al (2009)
NCDPI website (2014)
2012-13 School Year 2013-14 School Year
MEASURES “GOOD TEACHING”
NCDPI website (2014)
SKEWED TOWARDS POSITIVE
NCDPI website (2014), Weisberg et.al (2009), Tomberlin (2014)
QUESTIONS
Are student surveys valid measures of teacher practice?
How could student survey results be used by teachers and administrators to enhance the teacher evaluation process?
Teacher Evaluations •Can lead to increased student achievement•Feedback must be relevant, timely and actionable
Student Surveys •When survey results are paired with observation data teacher effectiveness can be predicted•Limited research in K-12
Teacher Effect •Good teaching matters•Effective teaching strategies
EXISTING RESEARCH
Taylor & Tyler (2012), Darling-Hammond (1989), Danielson (2011)
MET Project (2012), Hanover Research (2013)
MET Project (2012), Tomberlin (2014), Strong (2011)
State Math Test State ELA Test
-6
-4
-2
0
2
4
6
Mon
ths o
f Learn
ing
STUDENTS WITH MOST EFFECTIVE TEACHERS LEARN MORE
IN A SCHOOL YEAR
TEACHER IMPACT
2011 2012 201340
42
44
46
48
50
52
54
56
58
60
Students Assigned to Teachers that Exceed Growth
Mean
NC
E
Tomberlin (2014)
*
Previous test-score gains are the only variable more accurate than the results of student surveys at predicting a teacher’s future test-score gains. (Hanover Research, 2013)
Surveys designed using relevant questions that are research-based and structured around practices related to high-quality, highly effective teaching strategies have proven to be valid in K-12 settings. (Kyriakides, 2005; Balch, Gehlbach & Brinkworth, 2011)
STUDENT SURVEYS
QuantitativeAdminister electronic
student surveys
Conduct statistical analyses to determine validity
METHODOLOGY
Danielson Strong NCEES Gehlbach
Positive Classroom Environment
Domain 2: Classroom Environment
Standard 5: Learning Environment
Standard 2: Respectful Environment
Classroom Environment & Sense of Belonging
High Expectations & Rigor
Domain 3: Instruction
Standard 8: Student Progress
Standard 4: Facilitate Learning
Expectations & Rigor
High Student Engagement
Domain 3: Instruction
Standard 3: Instructional Delivery
Standard 4: Facilitate Learning
Student Engagement
Teacher Knows the Content
Domain 1: Planning & Preparation
Standard 1: Professional Knowledge
Standard 3: Teachers Know Content
Pedagogical Effectiveness
EFFECTIVE TEACHING DOMAINS
Currently used by the NCDPI to measure teacher eff ectiveness
Strengths & Weaknesses
EVAAS
Grade Levels Number of Schools
Number of Students Enrolled
Percent of State K-8
Enrollment
5th -8th grade 18 7,364 0.007
5th -6th grade 7 4,840 0.005
NCDPI website (2014), Sanders & Rivers (1996) , Alspaugh (1998)
No relationship between student survey results and EVAAS composites.
QUANTITATIVE FINDINGS
Relationship exists when the disruptive transition eff ect is controlled for.
Survey Domains CorrelationOverall Not SignificantClassroom Environment Not SignificantExpectations & Rigor Not SignificantPedagogical Effectiveness Not SignificantSense of Belonging Not SignificantStudent Engagement Not Significant
Survey Domains CorrelationOverall SignificantClassroom Environment Not SignificantExpectations & Rigor Significant*Pedagogical Effectiveness Significant*Sense of Belonging SignificantStudent Engagement Significant
QUANTITATIVE FINDINGS
The ANOVA analysis indicates that student survey results provide feedback and data that counter the Widget Eff ect.
“I now know what my students have been thinking this year and I will use this information to change the way my classroom is and improve my instructional strategies”
“I found the information to be informative. I was surprised, in a good way, at some of the results.”
“I am encouraged by the student responses and will seek opportunities to make improvements in areas of weakness.”
“I will be more aware of how much help I provide to the students who need it, but are afraid to ask.”
QUALITATIVE FINDINGS
Research
Replicate study
Item analysis
Expand to high school
RECOMMENDATIONS
The Validity & Effi cacy of Using Student Survey Results
to Enhance the Teacher Evaluation Process
QUESTIONS/COMMENTS