Transcript Slide 1

Ways to Utilize the 2012
FCPS Working Conditions
Survey
April 11, 12, 13
Laurie Fracolli, Sid Haro, and Andrew Sioberg
FCPSWCS Training Objectives
• Become familiar with your school data from the 2012 survey results.
• Participate in a drill down process to move through the data in an
orderly and efficient manner.
• Have practice conversations around data results using survey item
worksheets.
• Understand a process for presenting this information at your school.
• Gain a level of comfort in interpreting and disseminating WCS data.
• Anticipate challenges to unpacking this information at your school.
Next Action Steps Following
This Training
• Develop a process for reflecting upon this data with your school
community.
• Disseminate WCS learning with all members of your school
community.
• Allocate time to initiate a process for identifying issues based on the
WCS data.
• Engage in meaningful conversations over time about how this data
reflects the context of your school.
• Use the survey findings to inform and design school improvement
plans.
• Share best practices in utilizing the data in meaningful and
productive ways with colleagues across the district.
Norms for the Discussion
• Equity of Voice
– All voices are heard
• Active Listening
– Really listen to what people are saying
– Avoid side conversations
– Stop internal monologues
• Safety to Share Different Perspectives
– Welcome all ideas, suggestions, or thoughts on the
topic
– Respectfully discuss differing opinions
• Confidentiality
– Avoid specific names or titles
• Other? ______________________
Connector: Reflect on your school
over the past year.
– Are there any areas you and
your colleagues really focused
on that you might anticipate
positive findings on survey
results?
– Are there any areas that you
and your colleagues feel are in
need of improvement and the
data results may confirm that
hypothesis?
– There is a reflections
connector graphic organizer in
your handouts (Page B)
Survey Areas
• Time
• Facilities and Resources
• Community Support and
Involvement
• Managing Student Conduct
• Teacher Leadership
• School Leadership
• Professional Development
• Instructional Practices and
Support
What We Know
• It matters for kids.
– All five working conditions factors were statistically
significant in explaining achievement across subjects
and school levels.
• It matters for teacher retention.
– Teachers with positive perceptions of their working
conditions are much more likely to want to stay at
their current school than teachers who are more
negative, particularly in the areas of leadership and
empowerment.
• Principals and teachers see things differently.
– Understanding perspectives can improve dialog.
The FCPS WCS Survey Continues to
Grow
2008: 58 percent response, 8,600 educators
2010: 75 percent response, 11,000 educators
2012: 80 percent response, 12,406 educators
•
•
•
•
•
10516 teachers
183 principals
287 assistant principals
144 other administrator (guidance dir, activities dir)
1276 other education professional (school counselor, social worker,
school psychologist)
Overall Findings At The District
Level
• Compared to 2010, teaching conditions generally are as
positive in 2012 or more so when looking at the district
averages (change in scale limits the accuracy of the
comparison)
• 85 percent agree that overall, their school is a good
place to work and learn
• While many conditions related to time have improved,
the issue of time remains critical
• The district averages can hide important differences at
the cluster and individual school level
What Are We Doing Today?
FCPSWCS
Data Drill Down
Examine the Construct Indicators
Determine a Construct of
Focus
Examine Items Within
the Construct
Determine an
Item of Focus
Analyze
Individual
Items
Develop
Plan
Things You Need to Have
• A copy of your Summary Report
• A copy of your Summary Comparison
Report
• If you can believe it, it may be helpful to
have your cell phone
Basic TELL Vocabulary (Page F)
• TELL – Teaching, Empowering , Leading and Learning
• Teaching and Learning 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, all dealing
with the same topic
– Time, Facilities and Resources, Community Support and
Involvement, Managing Student Conduct, Teacher Leadership,
School Leadership, Professional Development, Instructional
Practices and Support, and New Teacher Support
• Item – a specific individual question
• Rate of Agreement – the percentage of people who said they
agreed or strongly agreed that a working condition was in place
Locate the Construct Indicator
Worksheet (page G)
Summary Report – Finding your
School Data
Construct Indicator Worksheet –
Marking Your School Data
43.8
Summary Report – Finding your
School Level Data
Construct Indicator Worksheet –
Marking Your School Level Data
43.8
55.6
Summary Report – Finding your
District Data
Construct Indicator Worksheet –
Marking Your District Data
43.8
55.6
58.5
Summary Comparison Report –
Results From 2010
Construct Indicator Worksheet –
Marking Your Data from 2010
43.8
36.6
55.6
58.5
Construct Indicator Worksheet –
Calculate Growth from 2010 to 2012
43.8
36.6
7.2
55.6
58.5
Compare Your School Data to
the School Level data
43.8
36.6
7.2
55.6
-11.8
58.5
Compare Your School Data to
the District data
43.8
36.6
7.2
55.6
58.5
-11.8
-14.7
Continue the same process for the
remaining questions on the Construct
Indicator Worksheet
Prioritize the Constructs
43.8
36.6
7.2
78.2
63.4
14.8
87.3
83.2
4.1
55.6
58.5
-11.8
-14.7
88.6
88.7
-10.4
-10.5
94.8
94.0
-7.5
-6.7
2
4
5
Which Construct Do I Want to Explore
Further?
• In which constructs did your school have the most positive working
conditions?
• In which constructs did your school have the least positive working
conditions?
• Are there any constructs where your school’s results are significantly
different from the district or level?
• Are there any large swings from 2010 to 2012?
• How might current school improvement plans and processes
influence your choice here?
• Are areas of high dissatisfaction unique to your school or an area of
concern across the district?
Keep This in Mind
• Without context, data have little meaning
• Looking at data in a wide variety of ways adds some
level of context
• No one way of data examination is the smoking gun
• This data is one of multiple measures that can be
examined to get a total picture of your school’s
conditions
• As you are reflecting on your data, constantly be thinking
about what factors are contributing to these results and
what things you might be able to do to improve them
Locate the ‘Blank Construct
Item Worksheet’ Page I
Remember that Worksheets for
Each Construct Are Online
Choose an Item of interest from
your Construct Investigation
Narrow your focus even further by prioritizing your
Items for this Construct
– Your item of focus does NOT have to be your lowest item scores
– You and your faculty know the context of your school. Use that
knowledge in addition to this investigation to choose an item of
greatest impact to explore further
A Detailed Report is Also
Available Online
On Your Way to Break
• On your way to break, place one sticky on
the consenso-gram above the item
number you have decided you would like
to look at further
Two Methods for Examining
Individual Items
• A written process for Analyzing an Item
• Individual Item Prompts for guiding
reflective conversations
Process for Analyzing an
Identified Item
What is
working?
What is not
working?
What would
be ideal?
What are
challenges
to achieving
the ideal?
‘What is working/not working’
Example and blank worksheets (Page J)
‘What is Ideal? What are the Challenges’
Example and blank worksheets
Individual Item Prompts
• Used to guide reflective, collaborative
conversations about specific school
conditions
• A series of item prompts have been made
for nearly every question in the survey and
are available on-line
• These are not the only questions to ask,
but provide a starting point for dialog.
Individual Item Prompt Activity
• In each group, assign a:
– Facilitator
– Recorder
– Reporter
• In your groups:
– Discuss the prompts provided
– Document important findings from the discussion
– Be prepared to share out some of your thoughts
Set Some Goals
Anticipating Challenges
•
•
•
•
Who facilitates this work?
Addressing limited collaborative time.
Addressing equity issues.
Having a fierce conversation.
Contact Us
Laurie Fracolli
[email protected]
Sid Haro
[email protected]
Andrew Sioberg
[email protected]