Students talk back: Opportunities for growth lie in student perceptions

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Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on …

Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Discover several tips that help teachers capture and use student input to improve practice.

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  • 1. Title•  BodyStudents talk back:Opportunities for growth liein student perceptionsSource: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 2. Student perceptions•  Student surveys are one of multiple measures of teacher effectiveness.•  Students can identify what teachers do well.•  Students’ perceptions of teachers correlate to student performance.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 3. Define the desired outcome•  Measured learning?•  Self-directed learning?•  Balance engaging with challenging.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 4. Ask the students•  One or two open-ended questions per week. “What is working well in our class?” “What things do you think I could do better?”•  Ask students to formulate next questions.•  Follow up with students through discussion.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 5. Prepare for the results•  Results should guide teacher practices.•  Reactions depend on teacher’s personality and skill level.•  Leaders can guide how the feedback is used.•  Ensure there are no repercussions for students.•  Make counseling services available for when results are different from self-perception.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 6. Use the information•  Recognize connection between actions and student results.•  Use feedback to fine-tune practices.•  Use feedback in a collective learning experience within learning teams.•  Create norms and values for how the feedback will contribute to teacher learning.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 7. A higher awareness•  Student input can raise awareness of goals. •  Posing questions about classroom practice can improve perception and preparation of practice.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 8. Download the article andaccompanying toolsRead the full article, with more THE LEADING Teacher Inside • Coaches recognize learning is change, p. 2 • Little by little, classroom doors become revolving doors, p. 3 • Build student feedback on trust and respect, pp. 6-7 Winter 2013 Vol. 8, No. 2 EVERY EDUCATOR ENGAGES IN EFFECTIVE PROFESSIONAL LEARNING EVERY DAY SO EVERY STUDENT ACHIEVESinformation, resources, and tools to Students talk backhelp you implement these ideas in OPPORTUNITIES FOR GROWTH LIE IN STUDENT PERCEPTIONS By Valerie von Frank S ome states and districts now are finding new ways to ask, what do students know? Not just about reading, writing, and arithmetic, but what do stu- dents know about their teachers? Who are good teachers, and in what ways? States and districts revamping their formal teacher evaluation systems in some cases are using student surveys as one of multiple measures of teacher effectiveness (Burni- ske & Meibaum, 2012). They generally use standardized them to work hard and think hard, deliver lessons in ways student surveys, such as the Questionnaire on Teacher Inter- that captivate, confer with them about their ideas and con-The Leading Teacher (Winter, 2013). action, the Pupil Observation Survey, the Student Evalua- solidate lessons to make learning coherent,” Ferguson has tion of Teaching, or Ronald Ferguson’s student perception written (2010, p. 7). Other research also concludes that stu- survey for the Measures of Effective Teaching project of the dents — who naturally spend hundreds of hours with their Bill & Melinda Gates Foundation (MET, 2010). teachers — are capable from the early grades of identifying Good teaching can be defined by common traits, ac- what teachers do well, and what they don’t (Murphy, Delli cording to Ferguson, senior lecturer in education and public & Edwards, 2004). policy at the Harvard Graduate School of Education, who Students’ perceptions of teachers are highly correlated categorizes these common traits into “seven C’s” (see box on to student performance on standardized tests — when stu- p. 4). dents find teachers effective, achievement gains as measured “Researchers over many decades have suggested that on the exam are greater for all the students of that teacher students will engage more deeply and master their lessons (MET, 2010). Research finds students from different classes more thoroughly when their teachers care about them, share similar responses to the same teacher, according to control the classroom well, clarify complex ideas, challenge Continued on p. 4 Your membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success. Visit www.learningforward.org to explore more of your membership benefits.Available at www.learningforward.org/publications/leading-teacher.Source: von Frank, V. (2013, Winter). Students talk back: Opportunities for growth liein student perceptions. The Leading Teacher. 8(2). 1, 4-5
  • 9. Learn more withLearn more about professional learning at alllevels of education with Learning Forward, aninternational nonprofit association of learningeducators:www.learningforward.orgMembership in Learning Forward gives youaccess to a wide range of publications, tools,and opportunities to advance professionallearning for student success.