NEPF-ALIGNED STUDENT
PERCEPTION SURVEY
IMPLEMENTATION
By Ms. Amanda Byrd
OBJECTIVE AND INITIAL QUESTIONS
• OBJECTIVE: Teachers will understand the design and elements of
the NEPF-Aligned Student Perception Survey, how to administer the
survey, how to collect, visualize and display data, how to add
data to their teaching portfolio, and how to analyze and reflect on
their data to make adjustments to their practice.
INITIAL QUESTIONS
• Making Connections: How does our objective connect with what
you have already learned about the NEPF Standards and
evidence collection?
• Warm-Up Reflection: What are we learning? Why are we learning
it? How will you know if you learned it or not?
Brainstorm with a partner or colleagues at your table to respond to
the initial questions.
ACTIVITY 1: UNDERSTANDING THE
SURVEY DESIGN
Brainstorm with a partner or colleagues at your table to
match the question with the corresponding NEPF
standard.
1. Does your teacher help you make connections between
previous learning and new learning?
2. Does your teacher create a positive classroom environment
where everyone can participate and collaborate?
3. Does your teacher support you to take action to improve your
learning?
4. Does your teacher care about you?
ACTIVITY 1: UNDERSTANDING THE
SURVEY DESIGN
Questions with the corresponding NEPF standard.
1. Does your teacher help you make connections
between previous learning and new learning? IS1.2
2. Does your teacher create a positive classroom
environment where everyone can participate and
collaborate? IS3.4
3. Does your teacher support you to take action to
improve your learning? IS4.3
4. Does your teacher care about you? PR5.3
SURVEY ELEMENTS
-There are 11 indicators that identify a survey as a
potential evidence source.
-The survey includes a question for each indicator so that
teachers can collect an evidence item for each of these
11 indicators.
EXAMPLE: Instructional Standard 2: Indicator 2 states that
“Tasks place appropriate demands on each student”,
and the corresponding question asks “Does your teacher
give you tasks that are “just right” – not too easy and not
too difficult?”
ACTIVITY 2: SURVEY ELEMENTS
• Each of you has a copy of the Student Perception Survey.
• Take a moment to read through the questions and the corresponding
indicators in the NEPF standards. How do they match up?
EXAMPLE
Compare survey question:
To
indicator:
Reflection Question: What are the
similarities and differences between
the language in the survey question
and the language in the indicator?
ADMINISTERING THE SURVEY
1. Explain that the survey is anonymous and that students should
feel comfortable giving the answers that they feel are most
accurate.
2. Allow students to include their name if they want to.
3. Emphasize that thinking carefully about each question is
important because you are going to use their feedback to
improve your teaching, thus improving their experience in your
class.
4. Give students a reasonable amount of time to answer the
questions. Don’t rush them. (15 Minutes was sufficient with my
students.)
5. Ask a student volunteer to collect the surveys so that students
can feel confident that their responses are truly anonymous.
COLLECTING DATA
• Tally the results of your survey by recording the number of answers in the Always,
Usually, Sometimes, Rarely and Never categories for each question.
• Categorize results by class and by totals for all students.
• Depending on how you plan to display and analyze your data, you may choose to
express it both in terms of numbers of students and percentages.
EXAMPLE:
Question 1
Always
Usually
Sometimes Rarely
Never
Drama
89.66%
6.90%
3.44%
0%
0%
Drama
26/29
2/29
1/29
0/29
0/29
3rd
61.91%
28.57%
9.52%
0%
0%
3rd
13/21
6/21
2/21
0/21
0/21
4th
68.18%
27.28%
4.54%
0%
0%
4th
15/22
6/22
1/22
0/22
0/22
5th
78.26%
21.74%
0%
0%
0%
5th
18/23
5/23
0/23
0/23
0/23
6th
77.28%
22.72%
0%
0%
0%
6th
17/22
5/22
0/22
0/22
0/22
TOTALS
76.07%
20.52%
3.41%
0%
0%
TOTALS
89/117
24/117
4/117
0/117
0/117
TIP: You may choose to
administer the survey digitally
using an online survey tool
such as Survey Monkey to
expedite and simplify data
collection.
VISUALIZING AND
DISPLAYING SURVEY DATA
• Loading your survey data into a
chart or graph will help you and
your administrator visualize your
results.
• Using a pie chart or bar graph will
help you display your data in a
format that is easy for you and
your administrator to understand,
analyze and discuss.
• You can easily create charts and
graphs in Microsoft Office
programs such as Word, Power
Point and Excel.
ADDING YOUR DATA TO YOUR
PORTFOLIO
• I recommend adding a note about how your data was
collected and the availability of original source materials
for inspection.
• EXAMPLE: “Paper surveys completed by students and
results tallied by teacher. Original surveys are available
for inspection upon request.”
• Add your survey data to you portfolio under the
corresponding NEPF Standard and Indicator for each
question.
• EXAMPLE: visit wingsofthebyrd.weebly.com
ANALYZING, REFLECTING AND
MAKING ADJUSTMENTS
• Professional Responsibility Standard 2: Indicator 1 – The teacher seeks out
feedback from instructional leaders and colleagues, and uses a variety of data to
self-reflect on his or her practice.
• Questions for reflection and analysis:
1. Which student responses correspond to my expectations and which student
responses are surprising?
2. Which indicators am I doing well with? How can I continue to excel in this area?
How can I take it to the next level?
3. Which responses reveal a need for adjustment? How can I improve my
practice? What resources are available to help me improve?
4. How does my data compare with my colleagues’ data? How can we use our
survey data to structure conversation about student perception and instructional
practice? How can we help each other make adjustments?
5. Based on my survey data, what is my performance level for each indicator?
ANALYZING, REFLECTING
AND MAKING ADJUSTMENTS
SAMPLE ANALYSIS:
• For this indicator, student responses
correspond well with my expectations.
• Since I am doing well with this indicator, I
need to make sure that I continue using the
same strategies and classroom routines and
procedures that produced these responses.
• I am interested to see how my colleagues’
students respond to this question. If
another teacher needs help with this
indicator, I can share the practices that are
working in my classroom to help them
make adjustments.
• This data corresponds with Performance
Level 4, “Teacher makes connections for all
students between previously learned
and/or new concepts and skills”.
ACTIVITY 3: ANALYZING,
REFLECTING AND MAKING
ADJUSTMENTS
Work with a partner or colleagues at your table to
analyze this data. If these were your results, how
would you answer each of these questions?
1. Which student responses correspond to my
expectations and which student responses are
surprising?
2. Which indicators am I doing well with? How can
I continue to excel in this area? How can I take
it to the next level?
3. Which responses reveal a need for adjustment?
How can I improve my practice? What
resources are available to help me improve?
4. How does my data compare with my
colleagues’ data? How can we use our survey
data to structure conversation about student
perception and instructional practice? How
can we help each other make adjustments?
5. Based on my survey data, what is my
performance level for each indicator?
ACTIVITY 4: REFLECTION AND
REVIEW
Work with a partner or colleagues at your table to rate your
understanding of each of the following topics that we have
covered. Determine if you have any questions about any of the
topics.
1. Understanding the design and elements of the survey
2. How to administer the survey
3. How to collect data
4. How to visualize and display data
5. How to add data to your teaching portfolio
6. How to analyze and reflect on data to make adjustments to
your practice
THANK-YOU FOR
PARTICIPATING!
If you have any additional questions or
need assistance with any element of
implementation, feel free to stop by my
room or schedule time with me. I am
always happy to help! 