Student Surveys of Instructional Practice

Georgia Department of Education. (2014). Teacher Keys Effectiveness System Handbook.  Atlanta:  Retrieved from http://legisweb.state.wy.us/InterimCommittee/2012/TKESHandbook.pdf

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PART III: Surveys of Instructional Practice

Another measure of the Teacher Keys Effectiveness System consists of student surveys of instructional practice. Surveys are an important data collection tool used to gather client (in this instance, student) data from individuals regarding the clients’ perceptions of teacher performance. Among the advantages of using a survey design include the rapid turnaround in data collection, the limited cost in gathering the data, and the ability to infer perceptions of a larger population from smaller groups of individuals. In the Teacher Keys Effectiveness System, surveys will be used as a measure of teacher effectiveness and documentation to support four of the TAPS standards. These four standards: Standard 3- Instructional Strategies, Standard 4-Differentiated Instruction, Standard 7- Positive Learning Environment, & Standard 8-Academically Challenging Environment reflect the direct experience of students in classrooms.

Multiple data sources enable the evaluator to obtain a more accurate picture of performance and assist the teacher in increasing student success. These data sources do not stand-alone but are complementary to each other and should be integrated into the process of evaluation to provide a richer portrait of teacher performance. The flaws of one data source are often the strengths of another, and by combining multiple methods, evaluators can make more solid judgments regarding teacher performance and make decisions that are supported by multiple types of data.  Student surveys may help the teacher set goals for continuous improvement (i.e., for formative evaluation) — in other words, to provide feedback directly to the teacher for professional growth and development. Student surveys also may be used to provide information to evaluators that may not be accurately obtained during observation or through other types of documentation.

The surveys ask students to report on items they have directly experienced. Three different versions of the student survey (grades 3-5, 6-8, and 9-12) will be provided. The versions are designed to reflect developmental differences in students’ ability to provide useful feedback regarding their teacher. All surveys are to be completed anonymously to promote honest feedback.