1. This training references results from the 2017 TELL Kentucky Survey available online at
The intent is to begin discussion among staff on working conditions present in their school and to use this data in school improvement planning.
2015 © Developed by the Kentucky Department of Education (KDE), the Kentucky Education Association (KEA),
New Teacher Center and the Kentucky Association of School Councils (KASC); revised in 2017 by KDE and TELL Steering Committee.

3. District Results Icons
State Results Icons
# Educators
District Results Icons
# Completed
% Completed

4. Find your District and School

5. TELL Vocabulary TELL – Teaching, Empowering, Leading and Learning
Working Conditions – the systems, relationships, resources, environments and people in your school that affect your ability to teach (or learn) at a high level.
Construct – a grouping of several specific questions on the same topic
Item – a specific individual question
Time
Teacher Leadership
Facilities and Resources
School Leadership
Community Support & Involvement
Professional Learning
Managing Student Conduct
Instructional Practices & Support

6. Training Objectives
Become familiar with data from the 2017 survey results and the TELL website
Understand the process and analyze the data
Recognize the council’s role in policy development and the impact on student achievement
Identify school council policies as they relate to improving working conditions

7. Agenda Connect to the Data Set the Context Drill Down into the Data
Understand the Constructs
Examine Items
Analyze and Discuss a Specific Item
Create a Planning Document

8. What We Know about Working Conditions
It matters for KIDS!! It matters for teacher retention. Principals and teachers view teaching conditions differently.

9. Uses of the Data as a baseline for improvement
as a way to measure improvement
as a way to prioritize needs to inform school improvement

10. Three icons to access the results for the state, districts and schools
Detailed
Summary
Comparison to 2015

11. Summary Report

12. Connector Directions Read the rating system.
Reflect upon each construct and rate from 14
Reflect and write a few notes about each construct.
Find a partner and share out key points (two minutes each).

13. Construct Definitions
Time: Available time to plan, collaborate and provide instruction; and barriers to maximizing time during the school day.
Facilities and Resources: Availability of instructional, technology, office, communication and school resources to teachers.
Community Support and Involvement: Community and parent/guardian communication and influence in the school.
Managing Student Conduct: Policies and practices to address student conduct issues and ensure a safe school environment.
Teacher Leadership: Teacher involvement in decisions that impact classroom and school practices.
School Leadership: The ability of school leadership to create trusting, supportive environments and address teacher concerns.
Professional Learning: Availability and quality of learning opportunities for educators to enhance their teaching.
Instructional Practices and Support: Data and supports available to teachers to improve instruction and student learning.

14. Connector
LEARNING

15. Prioritize the Constructs
Prioritize the constructs on your own
Compare list with your table group
Together, decide upon a common priority list
Highlight greatest need(s)

16. Strategies for Improvement
Areas of Concern
Construct
Item
Causes / Reasons
Strategies for Improvement

17. 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

18. Choose an Item of Interest
Narrow focus further by prioritizing items for this construct
The item of focus does NOT have to be the lowest item scores.
You and your faculty know the context of the school. Use that knowledge to choose an item of greatest impact to explore further.

19. Summary Report
(Insert screen shot of your school’s item of interest here. Below is an unidentified sample.)

20. Item Findings Are there any patterns? Which items are most populated?
Which items can be ruled out?
What does this tell us about current needs?

21. Analyzing an Identified Item
What is working?
What is not working?
What would be ideal?
What are challenges to achieving the ideal?

22. What’s Working? What’s Not?

23. Fill in your own

24. Ideal Example

25. Fill your own

26. Graffiti Wall Ideals DIRECTIONS: Record 3 or 4 challenges to the ideal
Graffiti Wall Ideals DIRECTIONS: Record 3 or 4 challenges to the ideal. Choose a likely policy area to which the challenge aligns: Assignment of Instruction/Non-Instructional Staff Time, Student Assignment, School Schedule Brainstorm ways to overcome those challenges. ___________
CHALLENGE #1
CHALLENGE # 2
CHALLENGE # 3
Ways to Overcome

27. Create a Planning Document

28. Planning Document

29. Planning Document

31. Creating Objectives
Come to consensus about a single objective by combining dominant ideas.
Place a check by key nouns that are repeated: Time, Planning, Meeting.
Underline key verbs/adverbs that are repeated: meet efficiently, listen carefully.

32. Finish the Planning
Fill in the assigned section of the planning guide with your table group.
What must be included?
How will we know we succeeded?
What resources are needed?
By whom? / By when?
Report out.

33. Congratulations! This is the beginning!
We’ve worked and identified an area for growth.
We’ve made a planning document to use during our term of service.
Now it’s time to do it!

34. Thank you!