january 31, 2014 data use information and guide. copyright © 2014 new teacher center. all rights...

January 31, 2014

Data Use Information and Guide

Copyright © 2014 New Teacher Center. All Rights Reserved.

What is “TELL Oregon” ?

TELL Oregon is an anonymous statewide survey of licensed school-based educators to assess teaching conditions at the school, district and state level.

The state’s education leaders want to ensure that every educator has the supportive environment necessary to help students achieve at the highest levels!


Who are the Partners supporting TELL Oregon?


Statement of Partners

There is a Statement of Partners which represents a coalition of diverse stakeholders and policy makers across the state.

These Partners share a clear understanding of the purpose of the survey and how the results will be disseminated and used.

Visit www.telloregon.org to view partner statement.

http://www.telloregon.org/


• Assuring the anonymity of all survey respondents. The survey will be anonymous and confidential for all educators. The data are only as helpful as educators are willing to share essential information about their schools.


• Supporting and promoting the survey, including communicating with educators the purpose and importance of the initiative and encouraging survey participation.


• Conveying that the purpose of the survey is to improve schools, not to evaluate personnel. Teaching and learning conditions result from building cultures decision-making and professional leadership over time. The conditions are bigger than any one person, and it will take everyone in a school working together to improve them.


When and how to access resultsAll data will be available on the www.telloregon.org website approximately 5 weeks after the close of the survey window. (see other state results for examples: www.tellkentucky.org, www.tellmaryland.org, www.telltennessee.org, www.telldelaware.org, www.tellcolorado.org)

• Results show answers to every question by school* and district• Results can be downloaded in Excel format• There will be an embargo period for district and school leaders to

review their results before public access

State results (connections to student achievement, years experience of teachers, principal results, etc. ) will be analyzed and reported in Fall 2014.

*Results for schools reaching the minimum threshold for response.

http://www.telloregon.org/


Webinars and Tools will be available for district and school leaders! (Examples shown below)

School Guide for Using TELL Data

District Guide for

Using TELL Data

Data Use Guide


Data Use Guides


Teaching conditions matter for students and for teachers.

Understanding that not everyone sees them the same way is important in developing strategies and policies for school improvement.

Data Do’s and Don’ts


Don’t regard this as an attempt to merely document the physical structure and related resources in a school building.• While physical facilities and

resources are included in the research base, other complex factors influencing the professional teaching practices of educators are also measured.

Do use the findings to inform school and district level decisions about :• Scheduling• Professional development offerings• Opportunities to support and cultivate

teacher leadership, collaboration, and• Investments in facilities and resources. • By making TELL data part of the school

improvement planning process, findings from each working condition domain can be seamlessly integrated the current and emerging school improvement programs at every school.


Don’t consider this process as an accountability tool for principal performance. • The “leadership” category of the

TELL survey is intentionally broad to incorporate multiple sources of school leadership, including teacher leadership.

• Teaching, empowering, leading, and learning conditions are about schools, not individuals, and it will take the entire school community to improve them.

Do consider where administrator perceptions differ considerably from teachers. • Recognize where the divergent views,

particularly of teachers and administrators, could limit the potential for meaningful improvement.

• Utilize the data as an artifact upon which to base decisions for improvement planning purposes.


Don’t use the results as a one-shot conversation or a report that sits on the shelf. • The data are only as useful as

their potential application for improving real schools.

Do use the findings to help districts move from understanding teaching conditions to taking action toward instructional improvement. • Teams of community members, teachers,

principals, administrators, and policymakers should consider using the data as one point of reference in planning for and implementing change in their school.


Don’t use the information within the vacuum of a single school, with fear of comparisons to other schools. • The results will prove more

meaningful if used to support collaborative efforts to identify and implement best practices within and among schools.

Do view the results within the context of progress from year-to-year and relative to other groups of schools across a district and the state. • The findings are reported with bars

representing the school, district and state averages for TELL questions and constructs.

.


Don’t over- or under-represent the data in local policy decision-making. • Local policymakers should neither

ignore the power of teaching conditions data, nor make policy without the context of other data points about the school and/or district.

Do use TELL to help drive local-level policy decisions. • Reviewing data results with local teacher

associations, school leadership, local school boards, legislators, and other decision-makers can ensure that policies and resources are more responsive to the most pressing needs of students, educators, schools, and districts.

january 31, 2014 data use information and guide. copyright © 2014 new teacher center. all rights...

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