Reflection on Survey Results

Goal Setting and Adjustment

I am setting two goals as a result of this data – one as a part of this process overall and long-term, and the other more immediate and personal:

  1. Long-term: Deliberately and progressively plan significant moments for consolidating students’ understanding into every lesson
  2. Short-term: Immediately implement strategies around the Care category to ensure my value of social-emotional health is seen and felt by my students
First Impressions

The survey results both confirmed and confronted aspects of my teaching.

In confirmed that my initial thought of ‘Challenge being lower’ was accurate, yet confronting in that I was surprised by the lower score of Care, especially as this is a class I thought I had a good rapport with. I really care about my students, beyond their academic success, so for that not to be showing through to my students is both a professional and personal concern for me. An additional confronting point for me was the overall lower score than I expected – I felt I was doing good work with this course and was surprised at the lower ratings from the students. I have high expectations of myself and this data shows that I’m falling short of that with this class.

The two visualisations below show that my scores were relatively similar across categories:

This suggests that I am consistent between areas, but there is clustering present. I observe that:

  1. Consolidation sits alone
  2. Care is clustered with Clarify and Challenge
  3. Captivate, Confer and Class Management are together



The survey contained the following statements on consolidation:

  1. In this class, we learn a lot almost every day.
  2. My teacher takes the time to summarize what we learn each day.
  3. My teacher asks questions to be sure we are following along when s/he is teaching.

That I scored low in the first two statements suggests that I need to plan more deliberate and clear learning activities to help students be more aware of what they have learnt. I routinely use exit tickets, so I need to go beyond that with this class. Additionally, the project-based nature of the class means that ideas and learning experiences run across blocks. It is clear in the data that students do not see the impact of a particular block’s worth of work – so lesson structures that assist with that will be helpful.

Statement 3’s low score might be an outlier. My class is heavily student-driven, so the experiences students have to draw from may be too few to make this an accurate statement. For example, most of my interactions with students are one-on-one and small group. I am asking questions in these interactions to probe for understanding and push students ideas, and I wonder if most students don’t see this as me ‘teaching’. For the few time I have been teaching from the front, I have paused, questions, clarified and check for understanding before moving on. Nevertheless, this is a reminder that I need to check more frequently for understanding.



I find the Challenge results contradictory and confusing:

For example, how can I accept nothing less than my students’ full effort, yet let people give up when the work gets hard? How can I make students explain their answers, but not ask them to explain more about their answers? I’m really unsure on how to move this part forward.

Statement 4, about skills vs memorisation, is really contradictory to what I see in class. Memorisation is way down the list of what students do in this class. Perhaps students are unaware that they are using /developing their skills? I use the content and skill objectives from SIOP, so if that is not working then I need to focus on other ways to draw students attention to the skills they are using/developing in class.



The Clarify score had the most variance from the mean, with two questions significantly lowering than what were otherwise quite strong scores. These two questions were:

  1. We get helpful comments to let us know what we did wrong on assignments
  2. The comments that I get on my work in this class help me understand how to improve.

This is unsurprising as most of the formative assessments I have given this year have been data collection for grouping the students into like-needs for writing support. This enables me to give targeted support to groups of like-students, in person, rather than repeating myself in written feedback that needs follow up in person to be most effective. I had not yet begun working with those groups at the time of the survey’s administration. It will be interesting to see if those two question’s scores increase in the Spring administration of the survey, to become more in line with the other Clarify questions that scored quite well, after having used those groups through the remainder of the semester and into the Spring. It is interesting to note that the students didn’t appear to think of the verbal feedback and one-on-one support they received on how they can improve their understanding of big ideas and content studied.


I need to provide more opportunities for students to consolidate their learning, to ensure students are aware of the skills they are using and that they are more aware of how they are progressing in their learning. My goals, as stated at the start of this post, are to:

  1. Long-term: Deliberately and progressively plan significant moments for consolidating students’ understanding into every lesson
  2. Short-term: Immediately implement strategies around the Care category to ensure my value of social-emotional health is seen and felt by my students

Pre-Data Goal

My review of the 7Cs, and the subsequent reflection, highlight a desire to provide more challenge to students. The indicator of an exemplary classroom that grabbed my attention was:
The teacher encourages students to generate original, creative ideas.
I find many of my students’ ideas to be repetitive and often reframe ideas presented in class. My deeper thinkers will occasionally connect ideas and create unique synthesis, so my goal is to enable more students to create those synthesised and unique ideas. It will be interesting to see how my students rate this component and if their perception of their ideas ‘uniqueness’ is similar to my assessment of them.


Welcome to your Professional Learning Blog! This is a place for you to post your goals, and reflect on them throughout the year.

  • Decide on your goal, perhaps in consultation with your colleagues or principal, and create a post to share with this online professional learning community that you are now a part of! Categorise this post in Goal Setting. Set your goal by considering:
    • Self assessment and reflection based on new teacher standards  (Tripod 7C’s)
    • Previous or new observation data from peers and principals
    • Student surveys (online surveys developed and aligned with 7C’s)
  • Identify colleagues, coaches, principals etc. that will play a supporting role in achieving your goal, and invite them to view and comment on your post. Encourage them to bookmark your blog and visit regularly.
  • Throughout the year, collect and share evidence to support your progress. Categorise these posts in Reflection.
  • Encourage your colleagues to share your learning journey by engaging with your blog. In return, engage with their blog (and others across the School)
  • You may also like to share work that your students have created or your own professional achievements that may not be directly related to your goal setting. This is encouraged! Categorise these posts as Showcase.

If you need support using this platform, please don’t hesitate to contact Ed Tech, we are always happy to be of assistance!

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