NEPf-Aligned Student Perception Survey Implementation

1. NEPf-Aligned Student Perception Survey Implementation By Ms. Amanda Byrd

2. OBJECTIVE and Initial questions • OBJECTIVE: Teachers will understand the design and elements of the NEPF-Aligned Student Perception Survey, how to administer the survey, how to collect, visualize and display data, how to add data to their teaching portfolio, and how to analyze and reflect on their data to make adjustments to their practice. INITIAL QUESTIONS • Making Connections: How does our objective connect with what you have already learned about the NEPF Standards and evidence collection? • Warm-Up Reflection: What are we learning? Why are we learning it? How will you know if you learned it or not? Brainstorm with a partner or colleagues at your table to respond to the initial questions.

3. Activity 1: Understanding the Survey Design Brainstorm with a partner or colleagues at your table to match the question with the corresponding NEPF standard. • Does your teacher help you make connections between previous learning and new learning? • Does your teacher create a positive classroom environment where everyone can participate and collaborate? • Does your teacher support you to take action to improve your learning? • Does your teacher care about you?

4. Activity 1: Understanding the Survey Design Questions with the corresponding NEPF standard. • Does your teacher help you make connections between previous learning and new learning? IS1.2 • Does your teacher create a positive classroom environment where everyone can participate and collaborate? IS3.4 • Does your teacher support you to take action to improve your learning? IS4.3 • Does your teacher care about you? PR5.3

5. Survey Elements -There are 11 indicators that identify a survey as a potential evidence source. -The survey includes a question for each indicator so that teachers can collect an evidence item for each of these 11 indicators. EXAMPLE: Instructional Standard 2: Indicator 2 states that “Tasks place appropriate demands on each student”, and the corresponding question asks “Does your teacher give you tasks that are “just right” – not too easy and not too difficult?”

6. Activity 2: Survey elements • Each of you has a copy of the Student Perception Survey. • Take a moment to read through the questions and the corresponding indicators in the NEPF standards. How do they match up? EXAMPLE Compare survey question: To indicator: Reflection Question: What are the similarities and differences between the language in the survey question and the language in the indicator?

7. Administering the survey 1. Explain that the survey is anonymous and that students should feel comfortable giving the answers that they feel are most accurate. 2. Allow students to include their name if they want to. 3. Emphasize that thinking carefully about each question is important because you are going to use their feedback to improve your teaching, thus improving their experience in your class. 4. Give students a reasonable amount of time to answer the questions. Don’t rush them. (15 Minutes was sufficient with my students.) 5. Ask a student volunteer to collect the surveys so that students can feel confident that their responses are truly anonymous.

8. COLLECTING DATA • Tally the results of your survey by recording the number of answers in the Always, Usually, Sometimes, Rarely and Never categories for each question. • Categorize results by class and by totals for all students. • Depending on how you plan to display and analyze your data, you may choose to express it both in terms of numbers of students and percentages. EXAMPLE: TIP: You may choose to administer the survey digitally using an online survey tool such as Survey Monkey to expedite and simplify data collection.

9. Visualizing and Displaying survey data • Loading your survey data into a chart or graph will help you and your administrator visualize your results. • Using a pie chart or bar graph will help you display your data in a format that is easy for you and your administrator to understand, analyze and discuss. • You can easily create charts and graphs in Microsoft Office programs such as Word, Power Point and Excel.

10. Adding your data to your Portfolio • I recommend adding a note about how your data was collected and the availability of original source materials for inspection. • EXAMPLE: “Paper surveys completed by students and results tallied by teacher. Original surveys are available for inspection upon request.” • Add your survey data to you portfolio under the corresponding NEPF Standard and Indicator for each question. • EXAMPLE: visit wingsofthebyrd.weebly.com

11. Analyzing, REFLECTING and Making Adjustments • Professional Responsibility Standard 2: Indicator 1 – The teacher seeks out feedback from instructional leaders and colleagues, and uses a variety of data to self-reflect on his or her practice. • Questions for reflection and analysis: • Which student responses correspond to my expectations and which student responses are surprising? • Which indicators am I doing well with? How can I continue to excel in this area? How can I take it to the next level? • Which responses reveal a need for adjustment? How can I improve my practice? What resources are available to help me improve? • How does my data compare with my colleagues’ data? How can we use our survey data to structure conversation about student perception and instructional practice? How can we help each other make adjustments? • Based on my survey data, what is my performance level for each indicator?

12. Analyzing, REFLECTING and Making Adjustments SAMPLE ANALYSIS: • For this indicator, student responses correspond well with my expectations. • Since I am doing well with this indicator, I need to make sure that I continue using the same strategies and classroom routines and procedures that produced these responses. • I am interested to see how my colleagues’ students respond to this question. If another teacher needs help with this indicator, I can share the practices that are working in my classroom to help them make adjustments. • This data corresponds with Performance Level 4, “Teacher makes connections for all students between previously learned and/or new concepts and skills”.

13. Activity 3: Analyzing, REFLECTING and Making Adjustments Work with a partner or colleagues at your table to analyze this data. If these were your results, how would you answer each of these questions? • Which student responses correspond to my expectations and which student responses are surprising? • Which indicators am I doing well with? How can I continue to excel in this area? How can I take it to the next level? • Which responses reveal a need for adjustment? How can I improve my practice? What resources are available to help me improve? • How does my data compare with my colleagues’ data? How can we use our survey data to structure conversation about student perception and instructional practice? How can we help each other make adjustments? • Based on my survey data, what is my performance level for each indicator?

14. Activity 4: Reflection and Review Work with a partner or colleagues at your table to rate your understanding of each of the following topics that we have covered. Determine if you have any questions about any of the topics. • Understanding the design and elements of the survey • How to administer the survey • How to collect data • How to visualize and display data • How to add data to your teaching portfolio • How to analyze and reflect on data to make adjustments to your practice

15. Thank-you for participating! If you have any additional questions or need assistance with any element of implementation, feel free to stop by my room or schedule time with me. I am always happy to help! 