Using Qualitative Data to Improve Our Schools

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Using Qualitative Data to Improve Our Schools
We Learn Student Survey 80,358 We Teach
Instructional Staff Survey 8,554 We Lead Whole
Staff Survey 15,430 We Support Community Survey
- NEW
Southeastern Regional Technical School
www.successfulpractices.org
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GOOD MORNING!

• HOW ARE YOU?

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IM

• 98.6
• BP of 120 over 80
• CHL of 150

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FINE
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IMPORTANT STUFF

• NOT SUFFICIENT

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OUR WORK IS COMPLEX

• A test score is not a synonym for what a student
  has learned or a school has accomplished.

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CULTURE TRUMPS STRATEGY ALL THE TIME!
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It is virtually impossible to make things
relevant for, or expect personal excellence from
a student you dont know.

• Carol Ann Tomlinson

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You cant teach kids you dont know.
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Participation Gap

• Self-Worth Self-Worth occurs when students know
  they are valued members of the community have a
  person they can trust believe they can achieve.
• Active Engagement Active Engagement happens when
  students are deeply involved in the learning
  process.
• Purpose Purpose exists when students take
  responsibility for who and what they want to
  become.

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STUDENT ASPIRATIONS / PARTICIPATION GAP
Belonging
SELF WORTH
Heroes
Relationships
Sense of Accomplishment
ACTIVE ENGAGEMENT
Fun Excitement
Curiosity Creativity
Relevance
Spirit of Adventure
PURPOSE
Leadership Responsibility
Confidence to Take Action
Rigor
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TO DO THE JOB WELL

• QUANTITATIVE DATA
• QUALITATIVE DATA
• GREAT QUESTIONS

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To achieve sustainable change you need to use
both quantitative and qualitative data, otherwise
you will flat line performance.
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• Rigor
• Relevance
• Relationships
• Leadership
• Coherent Vision
• Instructional Leadership
• Empowerment

Learn
Student Survey
Teach
Instructional Staff Survey
Lead
Whole Staff Survey
www.successfulpractices.org
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STRUCTURE of the SURVEYS

• I
• WE
• THEY
• COMPANION INDICATORS

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We Lead 15,430 faculty voices
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Years working in schools
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The school administration created a climate of
trust.
Year Three (75)
Year One (60)
Year Two (50)
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These are BASELINE numbers.
They represent a starting point. The
fundamental step has already been taken, having
the courage to ask.
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Analysis Report

• 1. Celebrate the Successes
• 2. Identify Elements of Surprise
• 3. Compare I, Us, Them
• Similarities? Discrepancies?
• 4. Take Action

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We Learn Student Survey (Grades 6-12)75,358
student voices
We Teach Instructional Staff Survey 8,554 voices
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Teacher Student Comparisons
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Your Teacher Student Comparisons
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Leadership Section
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Your Teacher Student Comparisons
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Your Teacher Student Comparisons
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ANALYSIS GUIDE
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Learn, Teach, Lead
www.successfulpractices.org