TELL Colorado Post-Survey Webinar Andrew Sioberg New Teacher Center

Copyright © 2015 New Teacher Center. All Rights Reserved. Training Objectives Learn why teaching conditions matter Review the different school level reports Understand the tools and resources that are available to utilize survey results for school improvement planning Run through some data dos and don’ts about using perceptual data

Copyright © 2015 New Teacher Center. All Rights Reserved. Making a Strong Case for Why Conditions Matter Teaching conditions matter for teaching children Teaching conditions matter for retaining teachers Where you sit has a lot to do with how you see the world

Copyright © 2015 New Teacher Center. All Rights Reserved. It Matters for Students Research has shown that the quality of teaching conditions can encourage or constrain good teaching and have a powerful influence on student learning. Ferguson and Hirsch (2014) Connection between conditions (especially time, autonomy, professional development and managing student conduct) and value added gains and student perceptions of academic press and support Kraft and Papay (2014) Teacher effectiveness improved 38 percent more over a decade in schools with more positive working conditions

Copyright © 2015 New Teacher Center. All Rights Reserved. It Matters for Keeping Teachers Select 2015 TELL Colorado Questions StayerMoverDifference Overall, my school is a good place to work and learn There is an atmosphere of trust and mutual respect in this school The school leadership consistently supports teachers Overall, the school leadership in my school is effective The school leadership makes a sustained effort to address teacher concerns about empowering teachers The school leadership makes a sustained effort to address teacher concerns about leadership issues Teachers feel comfortable raising issues and concerns that are important to them Teacher evaluations are fair in my school Note: The displayed calculated difference may vary by.1 due to rounding.

Copyright © 2015 New Teacher Center. All Rights Reserved. Where You Sit Affects How You See the World Select TELL Colorado Questions 2015 TeachersPrincipalsDiff Efforts are made to minimize the amount of routine paperwork teachers are required to do The teacher evaluation process improves teachers’ instructional strategies Follow-up is provided from professional development in this school Administration consistently enforces rules for student conduct Teachers feel comfortable raising issues and concerns that are important to them Professional development deepens teachers' content knowledge The school leadership makes a sustained effort to address teacher concerns about leadership issues Teachers are allowed to focus on educating students with minimal interruptions Note: The displayed calculated difference may vary by.1 due to rounding.

Copyright © 2015 New Teacher Center. All Rights Reserved. About the 2015 Colorado Respondents 51 percent of Colorado educators participated 31,849 Educators 10,631 (88.9 percent) Teachers 607 (1.9 percent) Principals 503 (1.6 percent) Assistant Principals 2,440 (7.7 percent) other education professionals (school counselors, school psychologists, social workers, etc.) 991 schools met or exceeded the 50 percent participation threshold (55 percent)

Reports Available for Navigating TELL Results at Your School Site

Copyright © 2015 New Teacher Center. All Rights Reserved. What is available on the

Copyright © 2015 New Teacher Center. All Rights Reserved. Detailed Report District School School Level

Copyright © 2015 New Teacher Center. All Rights Reserved. Summary Report District School Level School

Copyright © 2015 New Teacher Center. All Rights Reserved. Summary Comparison Report School Results

Copyright © 2015 New Teacher Center. All Rights Reserved. New This Year District Heat MapsScatterplots

Tools and Resources Available for Navigating TELL Results at Your School Site

Copyright © 2015 New Teacher Center. All Rights Reserved. Colorado Unified Improvement Planning Process Gather and Organize Data Review Current Performance Describe Significant Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Interim Measures Identify Major Improvement Strategies Identify Implementation Benchmarks Section III: Data Analysis and Data Narrative Section IV: Target Setting Section IV: Action Planning Ongoing: Progress Monitoring Preparing to Plan

Copyright © 2015 New Teacher Center. All Rights Reserved. Root cause analysis Idea generation – before starting the RCA, look for positive and negative trends in the TELL data. A heat map (color coding in Excel) will help trends pop out. RCA Verification – after narrowing down potential root causes, consult data to verify your theory. TELL can be a strong resource. Implementation Benchmarks Very advanced! School/district would need a long range vision for collecting data over time and getting high enough participation rates. TELL Data in the UIP 16

Copyright © 2015 New Teacher Center. All Rights Reserved. Common Root CausesUsing TELL Data as Verification Culture of low expectations“Instructional practices and supports” section on staff beliefs Not enough time for instructionAny items in the “Time” section School does not have a system to address student behavior Any items in the “Managing student conduct” section Staff turnover“Overall” section on future employment plans and reasons for staying Staff need to strengthen their skillsAny items in the “Professional development,” “Instructional practices and supports,” and “New teacher supports” sections Root Cause Analysis and TELL Results 17

Copyright © 2015 New Teacher Center. All Rights Reserved. TELL Colorado Tools and Resources

Copyright © 2015 New Teacher Center. All Rights Reserved. Data Drill Down Process Examine the Construct Indicators Determine a Construct of Focus Examine Items Within the Construct Determine an Item of Focus Analyze Individual Items Develop Plan

Copyright © 2015 New Teacher Center. All Rights Reserved. Construct Indicator Worksheet

Copyright © 2015 New Teacher Center. All Rights Reserved. Two Methods for Examining Individual Items A linear process for Analyzing an Item Individual Item Prompts for guiding reflective conversations

Copyright © 2015 New Teacher Center. All Rights Reserved. Process for Analyzing an Identified Item What is working? What is not working? What would be ideal? What are challenges to achieving the ideal?

Copyright © 2015 New Teacher Center. All Rights Reserved. What’s Working? What’s Not?

Copyright © 2015 New Teacher Center. All Rights Reserved. Sample Item Prompt

Copyright © 2015 New Teacher Center. All Rights Reserved. 2.1D: Reflections

Copyright © 2013 New Teacher Center. All Rights Reserved. Some Data Dos and Don’ts

Copyright © 2015 New Teacher Center. All Rights Reserved. Please Don’t Ignore Your Results

Copyright © 2015 New Teacher Center. All Rights Reserved. Be Intentionally Inclusive

Copyright © 2015 New Teacher Center. All Rights Reserved. Accept that People’s Perceptions Are their Reality

Copyright © 2015 New Teacher Center. All Rights Reserved. Results are One of Multiple Tools

Copyright © 2015 New Teacher Center. All Rights Reserved. Improving Conditions is a Process

Copyright © 2015 New Teacher Center. All Rights Reserved. Move Away From the Numbers and Engage in Conversations

Thank you Andrew Sioberg