Analyzing the DRT Survey

1. Analyzing the DRT Survey Comparing and Contrasting Student Results with Faculty Results

2. What is the DRT Survey? • The survey has been administered to teachers for several years (pre and post) in each school. • The survey gives teachers an opportunity to self-report. • The survey allows DRTs to collect, analyze, and use the information. • How can we use the data? • Who should have access to the data? • How do students respond to the survey? • Should we survey students as well?

3. Testing the Survey with Students • I decided to collect information from students to see student perspective • I collected information from 90 students at Western Albemarle High School • This was not a random sample, the data is from my students this year • I adapted 8 questions from the original survey and reworded the questions • I shared the survey with my two DRT student liaisons

4. Feedback from DRT Student Liaisons • It is difficult to take the survey as a student because we have many teacher influences. • The survey does not deal with specific middle-school and high-school diversity concerns. • How can we use the data at our school? Adjustments: We only used 8 questions. Each student completed the survey twice thinking about positive impact and negative impact on learning. In the future, we want to create our own questions specific to our school in the revision survey.

5. Results by Question • My teacher/I recognize the values and cultures represent by the students in my classroom. 2009 Western Teacher Response: 4.45 2011 Western Student Response: 3.61 2011 Western Student PI Response: 4.44 2011 Western Student NI Response: 2.88

6. Interpretation • If teachers have a positive impact on learning, students believe (strongly agree) they recognize and value the cultures represented by students. • The difference in the mean (average) score suggests students and teachers interpret this question differently, generalize responses differently, or perceive teacher recognition and valuation of cultures differently.

7. Results by Question • My teacher is/I am knowledgeable of the various cultures represented by the students in my classroom. 2009 Western Teacher Response: 3.93 2011 Western Student Response: 3.48 2011 Western Student PI Response: 4.22 2011 Western Student NI Response: 2.81

8. Interpretation • Western students and teachers somewhat agree that teachers at Western are knowledgeable about the various cultures represented in a teacher’s classroom. • Once again, the student mean is much lower (statistically speaking) than the teacher mean. This could be due to the same reasons listed on the previous question.

9. Results by Question • My teacher knows/I know my students and build positive working relationships with them. 2009 Western Teacher Response: 4.61 2011 Western Student Response: 3.47 2011 Western Student PI Response: 4.47 2011 Western Student NI Response: 2.55

10. Interpretation • This question had the largest difference in means and the largest standard deviation value for students. This means students had the most variety on this question and the average teacher response was much higher than the average student response • Teachers interpret a positive relationship differently than students. • Teachers perceive a positive relationship when students do not. • The 29 teachers that responded are teachers that do build positive relationships and that explains the difference in results.

11. My Personal Interpretation • Positive working relationships are fundamental to student success and learning. • This question will become my focus for my DRT smart goal next year because of the disparity in responses. • We need to survey students at Western to see how teachers can improve relationships. • Administration approached me this year to ask me to work with some teachers that were struggling with positive relationships with students. There is a need for this workshop. • How can we streamline this process to create resources for teachers? • What resources do I already use in my curriculum to build relationships with my students?

12. Other Results • My teacher takes/I take the time to learn about the culture represented by the students in my classroom. 2009 Western Teacher Response: 3.97 2011 Western Student Response: 3.15 2011 Western Student PI Response: 3.81 2011 Western Student NI Response:2.56

13. Other Results • My teacher’s/My classroom is decorated in ways that represent multiple cultures and global classroom 2009 Western Teacher Response: 3.72 2011 Western Student Response: 3.27 2011 Western Student PI Response: 3.98 2011 Western Student NI Response:2.72

14. Other Results • The books, handouts, and other materials we/I use in the classroom reflect multiple cultures and global awareness. 2009 Western Teacher Response: 3.97 2011 Western Student Response: 3.33 2011 Western Student PI Response: 3.85 2011 Western Student NI Response:2.82

15. Other Results • My teacher/ I plan a lesson to capitalize on students’ cultures and experiences. 2009 Western Teacher Response: 3.66 2011 Western Student Response: 2.96 2011 Western Student PI Response: 3.56 2011 Western Student NI Response:2.43

16. Other Results • My teacher/I use a variety of teaching approaches which accommodate the cultural differences in his classroom, including student groups and students helping each other. 2009 Western Teacher Response: 3.79 2011 Western Student Response: 3.26 2011 Western Student PI Response: 4.06 2011 Western Student NI Response: 2.52

17. How can I use this information at Western Albemarle? • I am going to meet with students to discuss components of a positive working relationship. • I am going to produce a binder with activities and tips teachers can use to build positive relationships. • I am creating a pamphlet or website for my teachers that explains the Artist in Residency in detail. • I am creating a binder of middle and high school level math activities (designed by my calculus students) that inform students about multiple cultures and global awareness. • I am creating a display in my classroom (designed by my calculus students) that teachers more about multiple cultures in math. • I am going to share the survey results with my principal and discuss the possibility of sharing some results (from both surveys) with the faculty

18. Example Products • My DRT liaison is creating an activity that uses Twizzlers to teach the Pythagorean Theorem. • Students create miniposters to explain world-wide math contributions