1. Dr. Kelly J. Burgess Kannapolis City Schools STUDENT SURVEY RESULTS TO ENHANCE TEACHER EVALUATIONS

2. “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.” - John Hattie

3. QUALITY OF FEEDBACK

4.  What made the coach’s feedback more effective? TABLE TALK

5. Does not distinguish between various domains of teaching Observation standards are skewed towards positive Administrators unable to provide specific, actionable feedback EXISTING TEACHER EVALUATION SYSTEM Knowles (1998), Tomberlin (2014) NCDPI website (2014), Weisberg et.al (2009) NCDPI website (2014)

6. 2012-13 School Year2013-14 School Year MEASURES “GOOD TEACHING” NCDPI website (2014)

7. SKEWED TOWARDS POSITIVE NCDPI website (2014), Weisberg et.al (2009), Tomberlin (2014)

8. QUESTIONS Are student surveys valid measures of teacher practice? How could student survey results be used by teachers and administrators to enhance the teacher evaluation process?

9. Teacher Evaluations Can lead to increased student achievement Feedback must be relevant, timely and actionable Student Surveys When survey results are paired with observation data teacher effectiveness can be predicted Limited research in K-12 Teacher Effect Good teaching matters Effective teaching strategies EXISTING RESEARCH Taylor & Tyler (2012), Darling-Hammond (1989), Danielson (2011) MET Project (2012), Hanover Research (2013) MET Project (2012), Tomberlin (2014), Strong (2011)

10. STUDENTS WITH MOST EFFECTIVE TEACHERS LEARN MORE IN A SCHOOL YEAR

11. TEACHER IMPACT Tomberlin (2014) *

12.  Previous test-score gains are the only variable more accurate than the results of student surveys at predicting a teacher’s future test- score gains. (Hanover Research, 2013)  Surveys designed using relevant questions that are research-based and structured around practices related to high-quality, highly effective teaching strategies have proven to be valid in K-12 settings. (Kyriakides, 2005; Balch, Gehlbach & Brinkworth, 2011) STUDENT SURVEYS

13. Quantitative Administer electronic student surveys Conduct statistical analyses to determine validity Qualitative Administer electronic teacher surveys and administrator focus groups Conduct qualitative analysis to determine efficacy METHODOLOGY

14. DanielsonStrongNCEESGehlbach Positive Classroom Environment Domain 2: Classroom Environment Standard 5: Learning Environment Standard 2: Respectful Environment Classroom Environment & Sense of Belonging High Expectations & Rigor Domain 3: Instruction Standard 8: Student Progress Standard 4: Facilitate Learning Expectations & Rigor High Student Engagement Domain 3: Instruction Standard 3: Instructional Delivery Standard 4: Facilitate Learning Student Engagement Teacher Knows the Content Domain 1: Planning & Preparation Standard 1: Professional Knowledge Standard 3: Teachers Know Content Pedagogical Effectiveness EFFECTIVE TEACHING DOMAINS

15.  Currently used by the NCDPI to measure teacher effectiveness  Strengths & Weaknesses EVAAS Grade LevelsNumber of Schools Number of Students Enrolled Percent of State K-8 Enrollment 5 th -8 th grade187,3640.007 5 th -6 th grade74,8400.005 NCDPI website (2014), Sanders & Rivers (1996), Alspaugh (1998)

16.  No relationship between student survey results and EVAAS composites. QUANTITATIVE FINDINGS  Relationship exists when the disruptive transition effect is controlled for. Survey DomainsCorrelation OverallNot Significant Classroom EnvironmentNot Significant Expectations & RigorNot Significant Pedagogical EffectivenessNot Significant Sense of BelongingNot Significant Student EngagementNot Significant Survey DomainsCorrelation OverallSignificant Classroom EnvironmentNot Significant Expectations & RigorSignificant* Pedagogical EffectivenessSignificant* Sense of BelongingSignificant Student EngagementSignificant

17. QUANTITATIVE FINDINGS  The ANOVA analysis indicates that student survey results provide feedback and data that counter the Widget Effect.

18.  “I now know what my students have been thinking this year and I will use this information to change the way my classroom is and improve my instructional strategies”  “I found the information to be informative. I was surprised, in a good way, at some of the results.”  “I am encouraged by the student responses and will seek opportunities to make improvements in areas of weakness.”  “I will be more aware of how much help I provide to the students who need it, but are afraid to ask.” QUALITATIVE FINDINGS

19. Research Replicate studyItem analysis Expand to high school Practice Use survey results to inform ratings Examine validity of existing effectiveness measure Focus PD on domains related to effectiveness RECOMMENDATIONS

20. The Validity & Efficacy of Using Student Survey Results to Enhance the Teacher Evaluation Process QUESTIONS/COMMENTS