Analyzing the DRT Survey
Comparing and Contrasting Student
Results with Faculty Results
What is the DRT Survey?
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The survey has been administered to teachers
for several years (pre and post) in each school.
The survey gives teachers an opportunity to selfreport.
The survey allows DRTs to collect, analyze, and
use the information.
How can we use the data?
Who should have access to the data?
How do students respond to the survey?
Should we survey students as well?
Testing the Survey with Students
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I decided to collect information from students to
see student perspective
I collected information from 90 students at
Western Albemarle High School
This was not a random sample, the data is from
my students this year
I adapted 8 questions from the original survey
and reworded the questions
I shared the survey with my two DRT student
liaisons
Feedback from DRT Student Liaisons
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It is difficult to take the survey as a student
because we have many teacher influences.
The survey does not deal with specific middleschool and high-school diversity concerns.
How can we use the data at our school?
Adjustments: We only used 8 questions. Each
student completed the survey twice thinking
about positive impact and negative impact on
learning. In the future, we want to create our
own questions specific to our school in the
revision survey.
Results by Question
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My teacher/I recognize the values and
cultures represent by the students in my
classroom.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 4.45
Student Response: 3.61
Student PI Response: 4.44
Student NI Response: 2.88
Interpretation
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If teachers have a positive impact on learning,
students believe (strongly agree) they recognize
and value the cultures represented by students.
The difference in the mean (average) score
suggests students and teachers interpret this
question differently, generalize responses
differently, or perceive teacher recognition and
valuation of cultures differently.
Results by Question
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My teacher is/I am knowledgeable of the
various cultures represented by the
students in my classroom.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.93
Student Response: 3.48
Student PI Response: 4.22
Student NI Response: 2.81
Interpretation
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Western students and teachers somewhat agree
that teachers at Western are knowledgeable
about the various cultures represented in a
teacher’s classroom.
Once again, the student mean is much lower
(statistically speaking) than the teacher mean.
This could be due to the same reasons listed on
the previous question.
Results by Question
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My teacher knows/I know my students
and build positive working relationships
with them.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 4.61
Student Response: 3.47
Student PI Response: 4.47
Student NI Response: 2.55
Interpretation
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This question had the largest difference in means and
the largest standard deviation value for students. This
means students had the most variety on this question
and the average teacher response was much higher than
the average student response
Teachers interpret a positive relationship differently than
students.
Teachers perceive a positive relationship when students
do not.
The 29 teachers that responded are teachers that do
build positive relationships and that explains the
difference in results.
My Personal Interpretation
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Positive working relationships are fundamental to student
success and learning.
This question will become my focus for my DRT smart goal
next year because of the disparity in responses.
We need to survey students at Western to see how
teachers can improve relationships.
Administration approached me this year to ask me to work
with some teachers that were struggling with positive
relationships with students. There is a need for this
workshop.
How can we streamline this process to create resources for
teachers?
What resources do I already use in my curriculum to build
relationships with my students?
Other Results
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My teacher takes/I take the time to learn
about the culture represented by the
students in my classroom.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.97
Student Response: 3.15
Student PI Response: 3.81
Student NI Response:2.56
Other Results
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My teacher’s/My classroom is decorated in
ways that represent multiple cultures and
global classroom
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.72
Student Response: 3.27
Student PI Response: 3.98
Student NI Response:2.72
Other Results
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The books, handouts, and other materials
we/I use in the classroom reflect multiple
cultures and global awareness.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.97
Student Response: 3.33
Student PI Response: 3.85
Student NI Response:2.82
Other Results
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My teacher/ I plan a lesson to capitalize
on students’ cultures and experiences.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.66
Student Response: 2.96
Student PI Response: 3.56
Student NI Response:2.43
Other Results
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My teacher/I use a variety of teaching
approaches which accommodate the cultural
differences in his classroom, including student
groups and students helping each other.
2009
2011
2011
2011
Western
Western
Western
Western
Teacher Response: 3.79
Student Response: 3.26
Student PI Response: 4.06
Student NI Response: 2.52
How can I use this information at
Western Albemarle?
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I am going to meet with students to discuss components of
a positive working relationship.
I am going to produce a binder with activities and tips
teachers can use to build positive relationships.
I am creating a pamphlet or website for my teachers that
explains the Artist in Residency in detail.
I am creating a binder of middle and high school level math
activities (designed by my calculus students) that inform
students about multiple cultures and global awareness.
I am creating a display in my classroom (designed by my
calculus students) that teachers more about multiple
cultures in math.
I am going to share the survey results with my principal and
discuss the possibility of sharing some results (from both
surveys) with the faculty
Example Products
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My DRT liaison is creating an activity that uses
Twizzlers to teach the Pythagorean Theorem.
Students create miniposters to explain worldwide math contributions