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Utilizing Tripod Surveys to Drive Improvement

This guide focuses on utilizing Tripod surveys to improve educational outcomes in Shelby County Schools. It aims to deepen educators' understanding of the surveys' purpose and structure while facilitating the analysis of school and teacher-level results. Highlighting strategies for continuous improvement, the Tripod surveys provide valuable insights into teaching effectiveness through research-based constructs. With differentiated surveys for K-12, educators can better assess their performance and drive student growth, supported by reliable data that encourages instructional improvement.

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Utilizing Tripod Surveys to Drive Improvement

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  1. Utilizing Tripod Surveys to Drive Improvement Shelby County Schools

  2. Goals • Deepen educator understanding of the Tripod survey purpose and structure. • Facilitate analysis of school and teacher-level Tripod results. • Highlight strategies for continuous improvement.

  3. Tripod Facts • Surveys are observational. • Based on more than a decade of research. • Assesses teacher performance in relation to 7 constructs. • National and local results are reliable measures of effective teaching and predictive of student growth. • Provides a different lens into instructional practices than classroom observations and supports multiple measures.

  4. Survey Differentiated by Developmental Stages • Grades K-2 • Fewer Questions • Fewer Choices • Should be read to students • Grades 3-5 • Shorter than the Secondary Version • Uses More Simplistic Language • Grades 6-12 • Designed for older students • Includes more items

  5. Examples of Tripod Constructs Care Control Clarify Challenge Captivate Confer Consolidate

  6. Items and Favorability Ratings • Favorability Ratings are provided for each item. • Based on percent of students responding favorably to each item. • Neutral responses do not count toward ratings. • Blank responses do not count against the teacher. • Some items are reverse coded. • The negative response is actually the favorable one. • Example: This class does not keep my attention; I get bored. • Although ‘no’ is a negative response typically, it is actually the favorable response here. As a result, the answer ‘no’ is what counts toward the favorability percentage for this item. • The vendor then switches students’ responses to count toward favorability.

  7. Calculation of Tripod Levels using NCEs • The ratings for Tripod are calculated based on the comparison of all teachers in each SCS survey level. • For example: • Ms. Jones is a 2nd grade teacher. • Her students completed the SCS Early Elementary survey. • Ms. Jones scored higher than 68% of her peers. Her overall NCE (Normal Curve Equivalent) is 68. • Ms. Jones’ Tripod level is a 4, based on the Tripod quintile ratings (1-5).

  8. DistrictLevel Report

  9. Crosswalk Tripod, TEM 3.0 and CCSS

  10. Crosswalk Tripod, TEM 3.0 and Strategies

  11. Next Steps School-wide Support: P.A.R. Consulting Teacher or P.I.T. Crew available by appointment through your administrator Individual Support: No-Nonsense Nurturer course in My Learning Plan

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