Workbook 2.2: Administering the Vision Survey and Making Sense of Data

Directions:

Step 1 – Plan for Administration of the Survey

First, decide who you will survey.

The vision survey works well for capturing information about teacher vision, but also can help you get a sense of vision from other stakeholders in your network. Depending on how many different role groups are taking the survey, you may wish to include a question on the survey about educators’ roles and background.

Next, consider how will you ask stakeholders to complete the survey

You can put the survey into Google Forms or use a tool like Qualtrics or SurveyMoney to administer the survey. An advantage of collecting data via an electronic survey is that it is easy to share a link with respondents, and the data can be more easily prepared for analysis.

Logistical Tips: We administered the vision survey via email. We know though that emails can sit in inboxes. We had the most success when emails were personalized through an email-building platform that allowed us to insert the first names of the respondents. We also told survey-takers how the survey met a contextual need (it was a standards-adoption year and we were thinking about allocating resources for PD) that was timely and would benefit them.

You may also consider other options, such as gathering data at an event via pencil and paper or by setting up a computer in the event space where people can take the survey.

Step 2 – Administer Survey

Carry out your plan for administration

Teachers respond best between the third and last week of the semester. Avoid emailing the first and last weeks of school or during the summer.

Follow up

We had luck with reminder nudges about a week after the survey was sent out. These can be automated through some online platforms. Sending a note that begins with “We noticed you haven’t completed the survey yet” and a link can be sufficient to boost the response rate. Be sure to share how you plan to use the data in your follow up email, and say how valuable their response will be to achieve the purpose you have for gathering data on educators’ visions.

Vision Survey Google Form: https://bit.ly/5DVisionSurvey

Step 3 – Compile and Clean Your Data

When compiling your data, it is good to check some basic statistics first to make sure that the ranges of answers to items do next exceed what is expected (e.g., 0 to 3 for ratings on scale). In addition, it’s useful to check for missing data. If many educators did not finish the survey, it will be difficult to construct scales from the data.

Step 4 – Making Sense of Data

The first step to making sense of the data is to create scale scores from the responses to the Likert-type items. There is a key to which items are “aligned” and which are “unaligned” here.

A total “alignment” score can be constructed by adding up responses to aligned items only across both the sociocognitive and sociocultural sets of items. A three-dimensionally and equity-minded respondent will probably score between 18-24 on the aligned items scale: 16 items * 3 (very important).

A total “non-alignment” score can be constructed by adding up responses to non-aligned items only across both the sociocognitive and sociocultural sets of items. The ideal score would be 16 items *0 (not at all important) = 0. In our experience, very few teachers have a score of zero. Our analysis did not support the idea of analyzing sociocognitive and sociocultural items separately, however, the aligned and non-aligned items can be compared to see the extent to which alignment to each differs.

You can also look at the items teachers chose as the most and least important to them. This provides additional information about what is particularly important to teachers.

Step 5 – Planning for Next Steps

For any given sample, a simple percentage of how many teachers would prioritize professional development related to a particular statement can be used to inform the focus of PD. Also, the focus could be decided by identifying areas of alignment where scores are lower, but where teachers say they want to learn more. Asking these questions can provide valuable information about where teachers want to begin learning.

You could also use the survey data to develop or revise an aim statement for your team, or to help find your lever for change in the system.

References:

Hammerness, K. (2001). Teacher’s visions: The role of personal ideals in school reform. Journal of Educational Change, 2(2), 143-163. https://doi.org/10.1023/A:1017961615264

Penuel, W. R., Bell, P., & Neill, T. (2020). Creating a system of professional learning that meets teachers’ needs. Phi Delta Kappan, 101(8), 37-41.