A Georgia High School Listens to Student Survey Feedback

In this article in Principal Leadership, Philip Brown and Debi McNeal, newly-appointed principal and assistant principal at a high-performing Georgia high school, describe how they persuaded the staff to survey students as a way of highlighting classroom strengths and areas that might need improvement. “We felt that student feedback should and would be valued more than the opinions of two new administrators,” they say. “We also wanted to show the students and parents that we value students’ input as a means for improving the school.” Here are the details of two during-semester surveys:

• The questions were designed by the school’s leadership team;
• In a schoolwide assembly, students were asked to be honest and respectful;
• Senior-class officers were briefed on the seriousness of the enterprise;
• Students filled out a short questionnaire 4 weeks and 12 weeks into the semester;
• Individual teachers were the only ones who received the survey results.

Teachers were asked to use the data to reflect, work with students to correct any misconceptions, and make appropriate changes in their practice.

On the last day of the semester, students filled out a longer, summative course evaluation in each of their classes using Moodle (so students wouldn’t worry about their handwriting being recognized). The results were first reviewed by administrators, who removed “attacking comments” and inappropriate language before passing them along to teachers. Below are the questions, using a 4-3-2-1 Agree/Disagree scale (students were asked to provide additional comments with low-rated items):

• Classroom and homework helped me better understand.
• Classroom instruction prepared me for quizzes and tests.
• The classroom environment was orderly and promoted learning.
• The teacher regularly provided feedback on assignments.
• I was able to get extra help with assignments when needed.
• A variety of technology was used throughout this course.
• The teacher was well organized and prepared for class.
• The teacher presented the material in a way that helped me learn.
• This was a challenging class that encouraged me to think and apply what I learned.
• I studied regularly for this class.
• I completed all assignments for this class.
• My course grade is reflective of what I know and can do regarding this content.
• How many hours per week did you devote to studying for this class outside of school? [drop-down boxes for hour ranges]
• What is your current grade in this class? [drop-down boxes for grade ranges]
• How often did this teacher have to correct your behavior?   Never, Sometimes, Always
• As a student, what could you have done to make this class better? ________________
• One of the best things about this course was ___________________
• One of the worst things about this course was ____________________
• One recommendation I would make for the future of this course would be___________

What did students say? Some praised teachers for dedication, putting in extra time, personalizing feedback, and providing after-school help. Others commented on “out of control” worksheets, the need for more labs, monotonous classroom activities, teachers winging it, insufficient connections to the real world, a weak Web presence, inconsistent grades, playing favorites, and classroom management issues.

Brown and McNeal found that these responses pretty much aligned with their own impressions of teachers. They met with each teacher individually and urged them to look at the overall results, not focus on outliers (students who were perhaps peeved about a low grade or a discipline referral), to develop a thick skin, and accept student feedback as an opportunity to grow. Brown and McNeal also had students and staff fill out a twice-a-year survey on each school administrator. “The feedback we received from the faculty changed some of our practices and helped us grow as administrators and leaders,” they say. “It was not easy to hear, but listening to the feedback showed our willingness to be transparent and accountable… If each of us improves each year, then ultimately the process of school improvement will take care of itself.”

“The Survey Says” by Philip Brown and Debi McNeal in Principal Leadership, March 2013 (Vol. 13, #7, p. 34-38), www.nassp.org; the authors are at pbrown@oconeeschools.org and dmcneal@oconeeschools.org. 

From the Marshall Memo #477