Teacher Student Survey Reflection

This protocol walks you step-by-step through your Student Survey report to help you identify both the strengths and development areas that can be identified from students’ responses (section 1).   It also helps you plan next steps you can take (section 2).

Section 1: Determining Domain Trends

Review your Student Surveys results report to identify the trends across and within each domain.


How do your domain averages compare to school and city averages?
(Higher, lower, same)

  Which items received more positive results? 

(Why do you think students responded this way?)

Which items received more negative results?

(Why do you think students responded this way?)

How do students’ perceptions compare to your own thinking about your classroom?


Managing Behavior






















Investing Students in Learning











You may want to complete this section with your school leader or a colleague.

Creating a Vision and Planning Next Steps

Choose one area to focus your improvement efforts on.


Reflection Questions

Your Plans

In which domain will you work to improve?  Why?


In which domain are your lowest results?

Which domains connect to something you are already working on?

What will have the biggest impact on student learning?



What goal will you work towards?


When do you anticipate achieving this goal?


How will you measure this goal?


(example:  By next fall,  my class average will be a 4.5 on managing behavior.)




What support will you seek out?

Which teachers do you know who do this well?


Who is a good thought-partner you could bounce ideas off of?


Which Teach Like a Champion techniques will you use? (open this document for recommendations)


How can your administrative team support you?




What will your classroom be like when you’ve improved in this area?


What will you be doing?

What will you see from students once you’ve improved here? (open this document for examples)

What is the potential impact of success in this domain on student learning?