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It’s Time to Lead

It’s Time to Lead. Updated March 20, 2009 We Learn Student Survey – 77,247 We Teach Instructional Staff Survey – 7,237. www.successfulpractices.org. Objectives. How to Analyze the School Reports SCMS Aggregate SCMS Aggregate Companion Indicator Chart Analysis Guide

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It’s Time to Lead

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  1. It’s Time to Lead Updated March 20, 2009 We Learn Student Survey – 77,247 We Teach Instructional Staff Survey – 7,237 www.successfulpractices.org

  2. Objectives • How to Analyze the School Reports • SCMS Aggregate • SCMS Aggregate • Companion Indicator Chart • Analysis Guide • Build a Community of Discourse around the data • Questions • Understandings • Action • Develop a Consistent Process to Share Reports • SLT • Staff • Students/Community

  3. Learn • Student Survey grades 6-12 • Instructional staff • Rigor, Relevance, Relationships & Leadership Teach

  4. RigorRelevanceRelationshipsALL Students

  5. TO DO THE JOB WELL • QUANTITATIVE DATA • QUALITATIVE DATA • GREAT QUESTIONS…

  6. Survey Analysis • Interpreting the We Surveys results is a process, not an event. • Critical analysis is important to develop actions to verify the findings of the survey. • Comparisons between indicators (Companion Indicator Chart) are often instructive. • Ongoing conversation among colleagues provides the best way to gain a deeper understanding of the data. • Perceptions of the same data may differ. This is a healthy starting point for dialogue and growth. • The purpose of this entire effort is to improve teaching and learning in the school.

  7. Analyzing the Data • Demographics

  8. Analyzing the Data • Demographics • Current Position and Gender/Grade Level

  9. Analyzing the Data • Demographics • Current Position and Gender/Grade Level • Undecided Factor

  10. Analyzing the Data • Demographics • Current Position and Gender/Grade Level • Undecided Factor • Total in Agreement/Disagreement

  11. Rigor T=53% S=46% Companion Indicators (APSD) If students are given more challenging work, they do it. T=55% If I were given more challenging work in class, I would do it. S=54% I am expected to make students passing the state test T=61% my number one priority. T=24 S=26% Passing the state test is the most important thing I do in school. S=58% This school has high expectations for all students. T=84% This school has high expectations for all students. S=64% Students who graduate from this school are college and/or T=46% workforce ready. When I graduate from school, I will be well prepared for college. S=68% T=43% S=45% T=77% S=59% T=52% S=66%

  12. Relevance Companion Indicators (APSD) Students can apply what I am teaching to their everyday lives. T=94% I can apply what I learn to my everyday life. S=67% I use information and communication technology T=86% (e.g., computers, internet, pda’s) to promote learning. Teachers use computers and the internet in the classroom. S=74% I encourage students to explore career pathways. T=76% My teachers encourage me to explore different careers. S=51% I make learning exciting for my students. T=94% My teachers make learning fun. S=44% This school prepares students to compete in a global economy. T=56% When I graduate, I will be prepared to compete S=50% in a global economy. T=92% S=59% T=83% S=72% T=77% S=50% T=85% S=41% T=55% S=49%

  13. Relationships Companion Indicators (APSD) I am aware of my students’ interests outside of school. T=81% My teachers know my interests outside of school. S=32% I recognize students when they demonstrate positive behavior T=98% in school. Good citizenship is rewarded in this school. S=46% T=83% S=28% T=94% S=40% I know my students’ academic interests and goals. T=84% My teachers know my academic interests and goals. S=41% Students talk about academic problems and concerns with me. T=79% I can share my academic problems and concerns S=53% with my teachers. T=82% S=36% T=83% S=56%

  14. Leadership Companion Indicators (APSB) The school administration clearly communicates the goals T=79% of the school to staff. I know the goals my school is working on this year. S=55% There is strong communication among school administration T=63% and staff. There is strong communication between teachers and students. S=46% School administration takes action on staff concerns T=65% and suggestions. My teachers take action on student concerns and suggestions. S=47% Poor staff performance is not tolerated at this school. T=43% Poor student performance is not tolerated at this school. S=42% T=76% S=47% T=56% S=45% T=58% S=45% T=44% S=38% School administration recognizes the achievements of the staff. T=72% The school recognizes school-related achievements of students. S=61% T=67% S=62%

  15. COMMUNITY OF DISCOURSE Data understandings judgments of fact judgments of value decisions QUESTIONS insights verification reflection action plans

  16. For some of you…. These are BASELINE numbers. They represent a starting point. The fundamental step has already been taken: Having the courage to ask staff and students what they think and feel about rigor, relevance, relationships, and leadership.

  17. We Learn/We Teach Survey Analysis Guide • Review School Reports • Have Discussion to Identify: • Four “Total in Agreement” results that surprise you the most in a positive manner • Four “Total in Agreement” results that pose a significant school leadership challenge • Complete Comparison Chart & Questions 4 - 6 • Discrepancy • Similarity

  18. Action Plan • What implications does the survey hold for interaction with key stakeholders? • Identify four Key Survey Indicators that need further understanding and verification. • Identify concrete Action Step that the Leadership Team will take during 2009-10 to gain greater understanding of the indicator. • Identify the person/s responsible for implementing each step and the date to be accomplished.

  19. It’s Time to Lead www.successfulpractices.org

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