SESSION RECORDING: To Be Posted
PREWORK: ** Submission Required **
- Please submit one survey item that you wish to focus on. It may be your own work, something your organization has produced, or something from the wider field. Submit to this folder.
- Consider the larger survey that this item is embedded within and write 2-3 brief sentences about the survey’s strengths and how it might be improved. Please include what you aim to assess with this tool (e.g., teacher satisfaction, student engagement, school climate).
- Please submit 1 & 2 with a link, screenshot, or other upload of your survey or survey item.
SESSION DESCRIPTION:In this session we'll frame surveys as “conversations” designed to better understand and take the perspective of constituents in your school community. Through that lens, we will discuss key principles of effective survey design, including how to decide whether to use an off-the-shelf survey, adapt an existing measure, or develop your own from scratch. Surveys adhering to best practices not only yield reliable data and actionable insights that form the backbone of sage institutional decision-making, but they can help foster stronger relationships within the community when respondents feel heard. By contrast, traditional surveys (that are often riddled with substantial measurement error) can cost schools in dollars, morale, and credibility as they often result in misguided policies and interventions.
After discussing these key principles, we will then apply them to a variety of survey questions. To that end, we ask that you prepare for this session by reflecting on surveys already in use in your organization. If possible, please share an item with us that you would like to improve, think is pretty good already, and/or would like feedback on.
Your survey may be selected for us to workshop collectively during the session. If you would prefer your visual not be used in the presentation or if the survey cannot be made public, please just let us know in your submission.
SESSION MATERIALS:
Open Zoom
