percentage of educators agrees, then the rest of the educators who responded would have to disagree, but be a bit careful here. Many could have answered, “Don’t know.” You will have to look back at the Detailed Report to be sure. The comparison data shows your results in a vertical chart. Your school results are in the far right column (under the blue arrow.) The second column from the right shows data for all schools of a similar level (yellow arrow). The third column from the right displays results of all participating districts in your district (pink arrow). The last column shows results of all participating districts in the state (red arrow) Finally, we need to view the comparison report if one is available. It can be accessed by clicking on the third black icon in the middle of the report page. Some schools may not have met the 50% response rate needed to get data during the 2015 survey, so not every school has data for both years, even though a report was generated. If that is the case, the 2015 column will have “N/A” in place of 2015 data. The comparison results are organized similar to the Summary results in that they use % Agree, and only items that could be answered using “strongly agree” to “strongly disagree” The primary difference is that you will only see your own school for 2 separate iterations of the survey, 2015 and 2017) Now that you have had a brief look at the web site and have some working knowledge of how to navigate to our school’s data, let’s get started looking at our own data and begin narrowing the scope of our work. ***BREAK HERE IF DOING THE ALL DAY SESSION*** Slide 24 Slide 25 Slide 26 20 min. Determine a Construct: STEPS: Use indicator questions to see the big picture Prioritize Constructs Choose 1 to examine in depth Outcomes: To prioritize constructs To determine a starting point for the process Use Indicator questions to see the big picture Slide numbers may differ if you are not facilitating an all-day session or if you did not take a break Construct Indicator WS PP I Slide 27
the trust and your ability to gather accurate data. We also need to look at N. N is the total number of respondents, or people who took the survey. Does N match the number of teachers at your school? This is an important consideration! If N =41, but there are 80 teachers at your school, then almost half of the school has not answered the question. This could be quite different than looking at data where 41 of 44 teachers responded. What does that mean as you interpret the data? Are you looking at a majority of faculty, or only a fraction? Are the results indicative of the whole school? Sometimes we may see a heavy response in both the positive and the negative areas. This bi-modal distribution would suggest that teachers are split on their perception. This is significantly different from the traditional bell curve. In other words, some of the school might think this area is in good condition and the other half does not. Occasionally we see a serious difference in answers, with a large portion of the staff answering “Strongly Disagree” and the other half answering “Strongly Agree.” This shows a huge difference in staff perceptions. This may indicate a need to explore an item further. Think about what the distribution looks like for your school for each item. Segue: Now that we’ve looked at all the data, let’s start thinking about how we can improve this specific teaching condition. 60 Min. Item Analysis: STEPS: Process for Analyzing an Item overview What’s working / what’s not explanation and example Participant fill in chart What’s Ideal / Challenges – explanation and example Participants fill in Graffiti wall
Outcomes: To explore the issues involved in a specific teaching condition To create a plan for improving a specific item’s teaching condition Intro - Process for Analyzing an Item – overview graphic We are going to look at 2 ways to analyze this question. One way is more linear, with graphic organizers. The other way involves conversation prompts for reflective conversations. They can be used separately or together since there are complementary to each other. Today, we are going to use both methods to give everyone a chance to experience them. In the future, use the method that is more comfortable for you and your community. This slide indicates the basic process we will use the 4 boxes that make up the process: What’s Working?/ What’s Not Working?/ What is the Ideal?/ and What are the Challenges to the Ideal? We need to take an in-depth look at the reality of this item as seen in our school. We need to know where we stand before we can move forward. So we’re going to think about the following 4 ideas for the next several minutes. Just as in your classrooms, we need to assess so we know where to start, and we need a goal, or exemplar to keep in mind as we move forward. What’s Working / What’s Not? Explanation, Example and Work Time Let’s start by examining the graphic organizer. On the far left we have, “Item to Examine.” This is the question we wish to explore further. Ex. – Our example school’s teachers felt like they had limited non-instructional time to collaborate with their colleagues. We chose ------, so write that in the left- most box on your worksheet. Then we have Positive Factors. These are all of the good things we can think about dealing with this issue. Even though we may not have scored well here, and perceive this as a need for our school, there are still things that are working for people and we are doing some aspects of it well. In school A…(read over the 3 example positive factors.) Take 3 minutes as a table group and write in 3 pieces of Slide 57 Slide 58 Process for Analyzing graphic Slide 59 Point out the What’s Working worksheets PP L, M