1. Why Student Perceptions Matter Rob Ramsdell, Co-founder April 2015

2. Tripod Surveys: Fall 2011 to Spring 2014 Students: 1,994,555 Classrooms: 144,483 Schools: 6,562 Districts: 146 States: 33 #2

3. Why this focus across the US? Multiple independent studies have reported on the reliability and validity of Tripod surveys. Source: www.metproject.org For example, in the Gates Measures of Effective Teaching study a single administration of Tripod student surveys was found to be a reliable measure and predictive of student achievement gains. #3

4. Guiding Beliefs Students are good observers. We should trust and value student voice. Multiple measures, multiple times, over multiple years improve quality of feedback for teachers. By understanding more about what students are experiencing, teachers can improve. #4

5. Our Vision #5 When teachers understand what students are experiencing, Student Perception Data With structured opportunities to reflect, discuss, and work on new strategies with colleagues, Teacher Reflection and PD Teachers respond to student needs and improve learning outcomes for all students. Improved Student Learning Learn from every student in every classroom.

6. #6 Agency as an Umbrella Concept Agency is essentially the capacity and propensity to take purposeful initiative. Effective agents do not respond passively to their circumstances; they seek meaning and act with purpose to produce the changes they desire in their own and others’ lives.

7. Teaching Quality as measured by the Tripod 7Cs Classroom Engagement as measured by the Tripod Engagement Goals. Success Skills and Success Mindsets  Academic skills  Growth mindset  Future orientation  Conscientiousness to focus on quality to use time wisely to persist to be organized Ways that Teaching Influences Agency #7

8. Tripod 7Cs Components 1.Care: Show concern and commitment. 2.Confer: Invite ideas and promote discussion. 3.Captivate: Inspire curiosity and interest. 4.Clarify: Cultivate understanding and overcome confusion. 5.Consolidate: Integrate ideas and make learning coherent. 6.Challenge: Press for rigor and persistence. 7.Classroom Management: Sustain order, respect and focus. #8

9. Care My teacher is nice to me when I ask questions. Sample Survey Items – Early Elementary Challenge Classroom Management Care Confer Captivate Clarify Consolidate #9 Consolidate To help us remember, my teacher talks about things that we already learned. Challenge My teacher makes sure that I try to do my best.

10. Sample Survey Items – Secondary Challenge Classroom Management Care Confer Captivate Clarify Consolidate #10 Clarify If I don’t understand something, my teacher explains it another way. My teacher explains difficult things clearly. Challenge My teacher asks students to explain more about the answers they give. My teacher doesn’t let people give up when the work gets hard.

11. Clarify: Cultivate understanding and overcome confusion. Tripod scores are scaled on a range of 202 to 398. Results on next page are for “Clarify” across 4 middle schools in one district. Each dot represents a classroom in each of these schools. #11

12. #12 Tripod Scaled Score

13. 1. How can we use these data as a catalyst for professional learning? 2. What are the implications for school level professional learning? 3. What are the implications for policy decisions related to professional learning? 4. How will we connect this feedback with other sources of feedback and professional growth opportunities? Implications #13

14. Implementation Landscape A CD B How Evaluative? HighLow Who Initiates? District-driven Bottom-Up #14

15. Understanding Terms How Evaluative? High: Survey results are used as a component of overall evaluation score Low: Surveys used only for professional development purposes with no one other than teacher seeing classroom-level results Who Initiates? District-driven: The idea of surveys is introduced by district level leadership and decisions to implement are made from the top Bottom-up: The idea of surveys is introduced by teachers and decisions to implement are made jointly by teachers and administrators © 2014 Tripod Education Partners #15

16. Working through a Dilemma #16

17. The Dilemma District-driven Benefits: Students have a voice. Broad adoption is ensured. Risks: Lack of teacher and school leader buy-in. May limit impact on professional learning. Bottom Up Benefits: High level of buy-in by teachers and school leaders and emphasis on professional learning. Risks: Use may be sporadic and inconsistent across classrooms. #17

18. Maximizing Impact of District-driven Approach 1. Leadership: What is the role of leadership at every level (, state, district, school, and teacher leaders), even if the use of surveys is not required from the top? 2. Communications: What communications strategies will encourage teacher and school-leader buy-in? 3. Use of data: What uses will minimize push back and maximize impact? 4. Follow Up Support: What resources and professional development support will ensure educators see value in the use of student perception data? #18

19. Maximizing Impact of Bottom Up Approach 1. Leadership: What is the role of leadership at every level (state, district, school, and teacher leaders), even if the use of surveys is not required from the top? 2. Communications: What communications strategies will encourage teacher and school-leaders to commit to this work if it is not required? 3. Incentives: What incentives will motivate educators to incorporate student perceptions even if it is not required from the top? 4. Follow Up Support: What resources and professional development support will ensure educators see value in the use of student perception data? #19

20. Contact: Rob@TripodEd.com #20