1. EE Exchange – Data Retreat 2018 Making sense of the data
Curtis Jones & Leon Gilman, University of Wisconsin – Milwaukee

2. Background
As part of the state-wide evaluation of the Educator Effectiveness Process, the Office of Socially Responsible Evaluation in Education (SREed) at UWM, surveyed all Wisconsin teachers from March until the end of May
Contact information was obtained from either MLP or from the district
Over 24,000 teachers completed a survey
This is an overall 44% response rate
Only schools and districts with at least 5 responses and a 39% response rate receive reports.
955 schools and 274 districts met this requirement

3. Instruments
A number of validated instruments, and developed ones for the evaluation, were used in our survey to measure:
EE implementation: The number of times teachers were observed, were provided written feedback, and were provided face-to-face feedback. The adequacy of support and time provided to teachers to complete the EE process.
Aspects of feedback provided: Use feedback to improve, opportunity to use feedback, accuracy of feedback, and usefulness of feedback.
Principal effectiveness: The trust teachers have with their principal, principal leadership, and evaluator qualifications to provide feedback.
Teacher perceptions of their job: Job satisfaction and commitment to their school
Other measures: Trust and collaboration between teachers, SLO engagement, and other aspects of EE implementation

4. Reports Each school or district receives two reports:
The first report provides data on: the amount and type of feedback provides to teachers, time and support to complete EE, the quality of performance feedback, teacher perceptions of their principal, and teacher satisfaction with their job.
The second supplement report provides data about: other aspects of the implementation of EE, teacher collaboration with other teachers, the SLO process, and teacher trust in other teachers.

5. Interpreting the Results
Overall results for a district or school are presented as floating bar charts. These charts put the results of a school or district in the context of the results of all schools or districts across the state.
The shaded areas reflect the range of ratings for other schools across the state.
The school’s score (an orange dot) reflects the average of teacher ratings on the questions that comprise that domain.
Since all survey questions have four answer choices, the lowest response (Disagree) is coded as a 1, while the highest response (Agree) is coded as a 4. Thus, higher scores reflect more organized schools.

6. Interpreting the Results
Additional figures present your school/district results for each of the specific questions that comprise each domain measured in the survey.
These figures show the percentage of your teachers that chose each of possible answers to the questions.
In addition, these figures show the average school/district percentage of teachers across Wisconsin that chose each of the possible answers to the questions.
These figures will help you understand what is driving your school/district results and provide direction for improving your implementation of teacher evaluation and support processes.

7. The Connection Between Feedback, Principal Effectiveness, and Teacher Job Satisfaction
Recent research funded by IES (Garet, et. al., 2017), and our own research in Wisconsin, shows that providing teachers with ongoing feedback improves teacher perceptions of principal leadership and trust, and their job satisfaction.

8. Report Organization: From EE implementation to Teacher Job Satisfaction
The number of feedback meetings and the time provided to teachers to complete the steps of EE
Teacher perceptions of the quality and accuracy of feedback
Teacher perceptions of the leadership of and trust in their principal
Teacher satisfaction with their job

9. Report Organization: From EE implementation to Teacher Job Satisfaction

10. Report Organization: From EE implementation to Teacher Job Satisfaction

11. Report Organization: From EE implementation to Teacher Job Satisfaction
Teachers in districts that provide them enough time and support to complete the steps of EE and are organized to provide teachers face-to-face 2 feedback at least 2 times report the feedback they receive is much more useful and accurate.
The percent of teachers who have at least 2 face-to- face feedback meetings and the amount of time and support provided to teachers to complete EE combine to explain most (56%) of the differences between districts regarding the usefulness and accuracy of feedback provided to teachers.

12. Report Organization: From EE implementation to Teacher Job Satisfaction
EE implementation and the usefulness and accuracy of performance feedback combine to explain most of the differences between districts regarding teacher perceptions of principal leadership (62%), teacher trust in their principal (56%), and teacher perceptions of how qualified their evaluator is to provide them performance feedback (71%).

13. Report Organization: From EE implementation to Teacher Job Satisfaction
EE implementation, the usefulness and accuracy of performance feedback, principal leadership, teacher trust in their principal, and teacher perceptions of how qualified their evaluator is to provide them performance feedback combine to explain the majority of differences between districts in teacher commitment to their school (58%) and about half the differences in job satisfaction (48%).

14. Report Organization: From EE implementation to Teacher Job Satisfaction
Improving the EE process and the quality of performance feedback provided to teachers improves principal effectiveness and teacher job satisfaction.

15. From EE implementation to Teacher Job Satisfaction in Your District or School

16. How to get more information?
To view full reports of the results presented today go to
For questions about this presentation, the evaluation of EE, to read the full reports of these studies, or to request reports of results for your educators, please contact Curtis Jones
For questions about Educator Effectiveness and how to use the results presented here to inform your own Educator Effectiveness processes, please contact Katharine Rainey at