Inclusive Practice Tool:
Student Feedback Discussion Protocol
A R E S O U R C E F O R S U P P O R TI N G I N C L U S I V E P R A C TI C E
Definition
Inclusive practice refers to the
instructional and behavioral strategies
that improve academic and socialemotional outcomes for all students,
with and without disabilities, in general
education settings.
To support inclusive practice, the tools
of this Guidebook are based on the
frameworks of Universal Design for
Learning, Positive Behavioral
Interventions and Supports, and Social
and Emotional Learning.
Student feedback is a key piece of evidence
teachers can use to reflect on their practice and
inform their professional growth. This tool
provides one approach to obtaining student
feedback on practice—student discussions.
Specifically, this tool is designed to gain insight
from multiple students on their teacher’s
effectiveness in providing accessible instruction
and positive behavior supports.
Directions: Classroom educators can use this
tool to solicit student feedback on inclusive
practice. Building administrators can use this
tool to support classroom educators and target
feedback and supports to meet the needs of
educators and students. District administrators
can use this tool to support inclusive practice
across schools.
The Guidebook tools are designed to strengthen inclusive practices and empower educators to meet the
needs of all students by leveraging and augmenting the educator evaluation process. Although each tool
is designed as a stand-alone resource, many tools mutually support educator practice. This tool has a
strong relationship to the following Guidebook tools:
■ Tool 2a: Massachusetts Classroom Teacher Rubric Resource
■ Tool 3a: Professional Practice Goal Setting Template
■ Tool 5a: Lesson Plan Artifact Review
The Educator Effectiveness Guidebook for Inclusive Practice
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Usefulness of the Student Feedback Tool Is Multifaceted
Similar to the MA Model Student Feedback Survey, the Student Feedback Discussion Protocol provides a
tool for educators to engage students in conversations about teacher practice related to creating and
sustaining an inclusive classroom culture. Responses can provide the teacher with nuanced yet concrete
information for reflection regarding her or his role in implementing inclusive practice.
This tool is intended to be only an example protocol. Educators may find it appropriate to omit
questions, supplement with additional questions, or modify the questions.
To help guide discussions, use the examples of inclusive practice found in Tool 4a: What to Look For—
Observations.
Confidentiality and Data Use
Student confidentiality should be considered when using this tool and will depend on who facilitates the
discussion.
■ If the educator facilitates the discussion, students should know their responses will assist the
educator in gathering data for professional reflection. However, there will be no student
confidentiality in their responses.
■ If another educator facilitates the discussion, student confidentiality should be guaranteed. In this
case, students should be told that their individual responses will be kept confidential.
Data use is also important to consider when thinking about designing and implementing student
discussions. Students should understand that the goal is for their feedback to help their teachers reflect
on and improve the teachers’ practice and that the specific content of students’ answers will not play a
role in their teacher’s evaluation.
Key Considerations
This section describes key questions to consider prior to administering the Student Feedback Discussion
Protocol. These questions help determine the logistics of the discussion.
Question
Consideration
Who will conduct the
discussion?
■
The teacher could conduct the discussion OR enlist a colleague, teacher
evaluator, or instructional coach who has experience with accessible
instruction and positive behavior supports.
Who will be the center of the
discussion?
■
Ensure that students know which teacher is the focus of the discussion
(this is especially true for middle and high school students who have
multiple teachers, as well as students in younger grades (K–2) who may
need to be reminded).
■
Decide who will be the focus of the discussion (one teacher or coteaching partners) in a co-teaching classroom.
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Question
Consideration
What questions will be asked of
students?
■
Use the discussion protocol in the next section. However, additional
questions may be included depending on the type of feedback needed. .
The tool is intended to be modifiable to fit your needs.
Will discussions be individual
or group?
■
Group discussions are an efficient method of interviewing students that
allow the students to move the discussion among themselves and allow
the interviewer to see interactions and reactions of the students while
discussing their teacher and their class.
■
Individual discussions, although not as efficient, yield detailed information
from individual students. Students are not influenced by each other when
one-on-one. In addition, individual discussions may be more appropriate
for students who are shy.
■
Students of all ages can participate in discussions on a teacher’s
classroom practice. The prompts provided will need to be modified if
facilitating discussions below Grade 5.
■
Selecting at random at least eight to 12 students to participate in either
the individual or group discussion is recommended.
■
Include a representative sample of students to participate in the
discussion.
Where will the discussion
happen?
■
Conduct the discussion in a quiet space where the facilitator and
student(s) will not be interrupted. It is best to create a conversational
atmosphere.
When will the discussion
happen?
■
Conduct the discussion when the facilitator and student(s) can have a
conversation for 20 to 30 minutes.
How will data be collected and
analyzed?
■
Take detailed notes and review the notes in order to synthesize
information that will help the educator improve inclusive practice. The
discussion is intended not to be a rigorous interview or focus group but,
rather, to obtain informal feedback from students to improve educator
practice.
How will the information be
delivered to the teacher?
■
Synthesize the information garnered from the students to provide to the
teacher. This tool includes a summary table.
How will we use the data?
■
Review the synthesized data with the teacher. Allow the teacher an
opportunity to reflect on the data, and use the data to develop next steps
to improve his or her accessible instruction and positive behavior
supports.
Which students will participate
in the discussion?
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Sample Discussion Protocol
Directions: Use this document to conduct a discussion with select students from a teacher’s classroom.
Each item has an overarching question as well as probing questions that can be used to garner more
detailed information from the participant. The goal of each item (and corresponding probing questions) is
to obtain feedback from students on their teacher’s support of accessible instruction and positive behavior
supports. Thus, it is important to probe students to garner information about accessible instruction and
positive behavior supports. Use the examples of inclusive practice found in Tool 4a: What to Look For—
Observations to help prompt student’s thinking relating to inclusive practice.
The goal of the discussions is to obtain actionable information to inform instructional practice. It can be
difficult to capture everything, but the goal is to collect enough information to help teachers grow
professionally. When taking notes, attempt to capture those actions that support inclusive practice and
those areas in which the educator can improve in his or her inclusive practice. Thus, it is important to take
detailed notes from the interview that you can categorize in two ways: (1) educator actions that support
inclusive practices; and (2) suggestions for improvement. In addition, make sure to note how many
students agree or disagree with the statements you write later in this section.
Teacher:____________________________________________________________________________
Students
Facilitator
Grade
Interview Date
Length of
Interview
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
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Introductory Statement
Thank you for taking the time to participate in the interview today. The goal of this interview is to obtain
student feedback on ________’s classroom. We selected you and a few other students to participate in
order to get your thoughts about your learning in ________’s class. The teacher we want to focus on
today is ________________. All information gathered today is confidential, and your individual responses
will not be provided to your teacher nor will your responses impact your grades. This information will be
used by your teacher to improve her or his teaching. I may jot down an occasional note or two just to
better remember your thoughts. In addition, ___________ will be taking notes during the conversation.
Any questions before we begin?
Question 1: In classrooms, the teacher’s goal is to help us learn and help you enjoy what you are
learning. Tell me about one of your favorite assignments, projects, or assessments. (Elements: Access to
Knowledge, Meeting Diverse Needs, Child & Adolescent Development)
a. What is it about that project or assignment that makes it your favorite?
b. Are these assignments and projects common?
c.
What could the teacher do to make more assignments and projects similar to your favorite
project?
Teacher Actions that Support Inclusive Practice
The Educator Effectiveness Guidebook for Inclusive Practice
Suggestions for Improvement
│6c: Student Feedback Discussion Protocol—Page 5
Question 2: Learning something new can be difficult at times. Even though things may be hard or
challenging, they are still important for us to accomplish in order to learn and grow. Tell me about a time
that the teacher challenged you. (Elements: Access to Knowledge, Meeting Diverse Needs, Adjustment to
Practice)
a. Why do you think this project or assignment challenged you?
b. What did the teacher do to support you when you felt challenged?
c.
How often do you feel challenged in the classroom?
d. What else can the teacher do to make you feel more challenged?
Teacher Actions that Support Inclusive Practice
Suggestions for Improvement
Question 3: Sometimes when we are in school, we learn things that feel relevant to our lives outside
school. Tell me a time that you felt that what you were learning connected to your life outside school.
(Elements: Meeting Diverse Needs, Safe Learning Environment)
a. How did your teacher help you make the connection to your life outside school?
b. What else could your teacher do to help you connect what you are learning to your life outside
school?
Teacher Actions that Support Inclusive Practice
The Educator Effectiveness Guidebook for Inclusive Practice
Suggestions for Improvement
│6c: Student Feedback Discussion Protocol—Page 6
Question 4: Often, a lot of expectations are placed on us in school, particularly about how we behave in
school. Can you tell me what the expectations are for your behavior in the classroom? (Element: Safe
Learning Environment)
a. How do you know that these are the behavioral expectations for this class? How did you learn
them?
b. What happens when you consistently follow the expectations? What happens when you do not
follow them?
c.
What can your teacher do to improve the behavior of students in the classroom, if anything?
Teacher Actions that Support Inclusive Practice
Suggestions for Improvement
Question 5: Many times teachers ask us to work with our peers or classmates when we learn. Tell me
about a time that you had to work with your peers. (Elements: Access to Knowledge, Child & Adolescent
Development, Safe Learning Environment)
a. Is it common to work with your classmates on projects or assignments?
b. What does the teacher do to make sure you and your classmates are successful when working
together on a project?
c.
What would you tell your teacher to do to improve group work?
Teacher Actions that Support Inclusive Practice
The Educator Effectiveness Guidebook for Inclusive Practice
Suggestions for Improvement
│6c: Student Feedback Discussion Protocol—Page 7
Question 6: Along with expectations and working nicely with others, it is important that we feel safe and
comfortable in classrooms. Tell me what your teacher does to help you feel safe and comfortable, if
anything? (Elements: Child & Adolescent Development, Safe Learning Environment)
a. How do your peers interact with you to make you feel safe and comfortable?
b. What would you tell your teacher you need in order to feel more safe and comfortable?
Teacher Actions that Support Inclusive Practice
Suggestions for Improvement
Synthesis: Looking across the questions and responses, what are some of the themes that emerge
within each column?
Teacher Actions that Support Inclusive Practice
The Educator Effectiveness Guidebook for Inclusive Practice
Suggestions for Improvement
│6c: Student Feedback Discussion Protocol—Page 8