tripod student surveys

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© 2015 Tripod Educa3on Partners

Tripod Student Surveys

Rob Ramsdell, Co-founder Tulsa Public Schools January 7, 2015

Student perceptions to enhance feedback for teachers and school leaders

Refinements for K-2 Administration in Tulsa and

a Clarification

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Refinements/Clarifcation

•  Adjustments to K-2 format of survey

•  Additional resources to support proctors

•  Clarification on how negatively worded items will be used at K-2

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Why Student Perceptions Matter

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Our Vision

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• When teachers understand what students are experiencing,

Student Perception Data

• With structured opportunities to reflect, discuss, and work on new strategies with colleagues,

Teacher Reflection and PD • Teachers respond to

student needs and improve learning outcomes for all students.

Improved Student Learning

Learn from every student in every classroom.

Tripod’s Guiding Beliefs

�  Students are good observers.

� We should trust and value student voice.

� Multiple measures, multiple times, over multiple years improve quality of feedback for teachers.

�  By understanding more about what students are experiencing, teachers can improve.

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What Do We Believe?

Teacher Practice: Challenge: Press for rigor and persistence.

Tripod Survey Item: “My teacher makes sure that I try to do my best.”

•  Do we believe that students can provide valuable feedback on this teaching practice by responding to this item?

•  What are the implications for professional learning and school improvement?

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Why Student Perspectives Matter

“We have the power to shape how we will work together.”

-Tripod Student

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Why Student Perspectives Matter

“When we talk about excellence in teaching, we hear teacher voices. We hear administrator voices. The students need to be part of that conversation.”

-Tripod Teacher

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Tripod’s Research-based Framework

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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 “Tripod?”

#11 © 2015 Tripod Education Partners

The Tripod Framework

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Tripod 7Cs Components

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.

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Challenge •  My teacher makes sure I try to do

my best.

•  In this class, we learn a lot almost every day.

•  When something is hard for me, my teacher still makes me learn it.

Sample Survey Items – Early Elementary

Challenge

Control

Care

Confer

Cap.vate

Clarify

Consolidate

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Sample Survey Items - Secondary

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 doesn’t

waste time.

Challenge

Control

Care

Confer

Captivate

Clarify

Consolidate

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Sample Survey Items - Secondary

Challenge

Control

Care

Confer

Captivate

Clarify

Consolidate

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Clarify •  If I don’t understand something, my

teacher explains it another way. •  My teacher explains difficult things

clearly.

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Research

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Why the focus on Tripod across the US?

Source: www.metproject.org

In the Gates Measures of Effective Teaching study a single administration of student surveys was found to be a

reliable measure and predictive of student achievement gains.

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Tripod

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Agreement with selected statements by students in 25th and 75th percentile classrooms from the MET secondary

school sample. ( From among 2985 classrooms, each with at least 5 students responding)

25th Percentile

75th Percentile

1.  CARE: My teacher in this class makes me feel that s/he really cares about me

40 73

2. CONTROL: Our class stays busy and doesn’t waste time. 36 69

3. CLARIFY: My teacher explains difficult things clearly. 50 79 4. CHALLENGE: My teacher wants me to explain my answers – why I think what I think.

59 83

5. CAPTIVATE: My teacher makes learning enjoyable. 33 72 6. CONFER: My teacher wants us to share our thoughts. 47 79 7. CONSOLIDATE: My teacher takes the time to summarize what we learn each day.

38 67 Page 20

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Predicted differences in months of learning for classrooms at the 25th versus 75th percen3les of the composite 7Cs distribu3on for the MET sample.

(Es3mated using surveys from one class and gains from another class, taught by the same teacher.)

Using student survey responses in one sec.on 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 Founda3on, “Learning about Teaching: Ini3al findings from the Measures of Effec3ve Teaching Project.” December 2010.

Reliability

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Using Cronbach’s Alpha as the measure of reliability, which does not take into account that students are nested in classrooms in schools, we get reliabilities that are even higher - in the range of .9. In the largest national study on teaching effectiveness, researchers agreed multi-level reliabilities over .65 were strong.

© 2015 Tripod Education Partners

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Contact:

Rob Ramsdell [email protected]

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tripod student surveys

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