Surveys Missouri’s Educator Evaluation systEM www.dese.mo.gov © 2014 Missouri Department of Elementary and Secondary Education The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, veteran status, mental or physical disability, or any other basis prohibited by statute in its programs and activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Director of Civil Rights Compliance and MOA Coordinator (Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/ GINA/USDA Title VI), 5th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]. TABLE OF CONTENTS Why Use Surveys for Evaluation?…………………………………………………………………………….1 How Do I Know If My Surveys Are Valid?………….…………………………………………………….2 Appendix…………………….……………………………………………………………………….…………………..3 Sample Student Survey Questions Sample Parent Survey Questions WHY USE SURVEYS FOR EVALUATIONS? In Missouri, educator evaluation is perceived as the best way to cultivate meaningful improvement in the effectiveness of our educators. It is a process that involves using multiple measures of performance to identify strengths and weaknesses, and then providing targeted support around a few carefully selected opportunities for growth. While classroom observations and student growth data are two commonly used measures in evaluation, student surveys can also be a useful means of gauging teacher effectiveness. But why should we use surveys for evaluations if we already have classroom observations and student growth data? The simple answer is that student feedback rounds out the picture of the educator: it provides a unique perspective on the areas in which a teacher excels and the areas in which he or she needs more support. Perhaps more precisely, recent studies have shown that surveys about students’ perceptions of instructional practices can provide reliable and meaningful insight on what students experience in the classroom on a daily basis. Such information can be highly valuable when making professional development and coaching decisions. Ultimately, there are three advantages to using the combination of classroom observations, student surveys, and student growth data: (1) it increases the ability to predict if a teacher will have positive student outcomes in the future, (2) it improves reliability, and (3) it provides diagnostic feedback that a teacher can use to improve. Standing alone, these measures are not highly reliable, and they are only modestly reflective of educator effectiveness—hence, the idea behind Missouri’s multiple measures approach. The addition of student surveys to the evaluation equation gives a more holistic perspective of teacher practices and provides unique information for feedback and reflection. I teach more than one class of students. How many classes should I survey? Although the MET Project has established that survey results from a single classroom are reliable and valid measures of teacher effectiveness, survey data from multiple classes provide a much more complete picture of student perceptions of that teacher. 6 Missouri i Ef5TfcAf YoN 1 HOW DO I KNOW IF MY SURVEYS ARE VALID? There are multiple sources available from which to procure surveys. Perhaps the most heralded resource is the Tripod Project, which was utilized in the Measures of Effective Teaching (MET) Project. Among other things, the MET Project showed that student surveys such as those in the Tripod framework are reliable and valid measures of teacher effectiveness. The best way to demonstrate such validity is to show a correlation between the survey data and student growth or observational data. A Final Thought on Surveys Through extensive research, the MET Project was able to establish that quality student surveys are predictive of student achievement gains and performance on classroom observations. The key to establishing quality surveys is to ensure that they do not become a popularity contest. By avoiding qualitative questions about how effective or ineffective the If possible, use a proctor to teacher is and instead focusing on observational statements such as, administer surveys to ensure “My teacher checks to make sure we understand what he/she is that students know that their teaching,” surveys can prevent judgmental or biased feedback. As with answers will be held any other measure, surveys should not be the only measure of teacher confidential and anonymous. effectiveness. Rather, districts should use survey results as one of multiple measures to be administered multiple times over multiple years. 6 Missouri i Ei5'ucAfYoN 2 Appendix Sample Student Survey Questions Sample Parent Survey Questions Sample Student Survey Questions (for teachers) Students in the classroom feel cared for 1. My teacher makes me feel that he/she cares about me. � Not at all � Sometimes � Usually � Always 2. My teacher encourages me to do my best. � Not at all � Sometimes � Usually � Always 3. My teacher is helpful when I ask questions. � Not at all � Sometimes � Usually � Always Student behavior is managed to enable learning 4. Our class stays busy and does not waste time. � Not at all � Sometimes � Usually � Always 5. My teacher’s classroom rules and ways of doing things are fair. � Not at all � Sometimes � Usually � Always 6. My classmates’ misbehavior slows down the learning process. � Not at all � Sometimes � Usually � Always 7. My classmates and I know what we should be doing and learning. � Not at all � Sometimes � Usually � Always Missouri's educator evaluation systeM May 2013 Students receive support and scaffolding 8. My teacher checks to make sure we understand what he/she is teaching us. � Not at all � Sometimes � Usually � Always 9. My teacher explains another way if you don’t understand something. � Not at all � Sometimes � Usually � Always 10. My teacher takes time to summarize what we learn each day. � Not at all � Sometimes � Usually � Always 11. My teacher helps me when I need it or don’t understand something. � Not at all � Sometimes � Usually � Always Students experience a challenging work environment 12. My teacher accepts nothing less than our full effort. � Not at all � Sometimes � Usually � Always 13. My teacher knows when I work hard and am doing my best. � Not at all � Sometimes � Usually � Always 14. We learn to correct our mistakes. � Not at all � Sometimes � Usually � Always Missouri's educator evaluation systeM May 2013 15. My teacher wants us to improve our thinking skills. � Not at all � Sometimes � Usually � Always 16. My teacher wants me to explain my thinking. � Not at all � Sometimes � Usually � Always 17. We learn a lot almost every day. � Not at all � Sometimes � Usually � Always Students are invested in classroom learning 18. My teacher tells us what we are learning and why. � Not at all � Sometimes � Usually � Always 19. My teacher helps us set goals for our learning and keep track of our progress. � Not at all � Sometimes � Usually � Always 20. My teacher makes school work interesting. � Not at all � Sometimes � Usually � Always 21. We get choices in how to complete activities. � Not at all � Sometimes � Usually � Always 22. My teacher makes me work hard so I learn what I need to know. � Not at all � Sometimes � Usually � Always Missouri's educator evaluation systeM May 2013 23. My teacher assigns homework that helps me learn. � Not at all � Sometimes � Usually � Always Students receive descriptive feedback 24. When my teacher marks my work, he/she writes on my papers to help me understand. � Not at all � Sometimes � Usually � Always 25. The comments that I get on my work help me understand how to do my work better. � Not at all � Sometimes � Usually � Always Missouri's educator evaluation systeM May 2013