Analysing the data: eLPF online tool

Last updated by Karen Spencer

Here are some resources and support to help you and your school as you analyse and work with the data. 

Staff feelings  |  1. Slider overview  |  2. Single sliders  |  3. Spread & mean  |  4. Comments  |  5. Teachers' own results


 

LaughingFrownYellCoolHow did the staff feel?

 

Whether the staff reports feeling confused and unsure about where they put themselves, or whether they feel confident during the survey, both of these indicate where the staff currently sits in terms of confidence and understanding.

What the staff say they think and feel during the process of actually doing the survey is an important source of information for the school and the leadership. The less confident and more confused the staff say they are, the greater the need for staff engagement and collaboration around professional learning and visioning. It might indicate that professional learning, as a dimension, is a key focus for the action plan. Uncertainty over language may indicate the need for raising awareness around what e-learning actually is and what it might look like.

  • Idea: You could ask them to indicate, by drawing a face on stickies, how they felt after completing it. and why.

 



Analysing the data


Once the survey has been completed, the admin person can access the data. You can view results online and access reports to print and export.

Surprised NOTE! It is advised that you view results online first (see steps below) to decide on priority areas to dig deeper into BEFORE you print. The report can run to many, many pages...

Interpreting the data might be a facilitated process with the leadership team, or the process might involve the whole school or groups from across the school.

 

 Step 1: Slider Overview

 

Slider overview

Currently, the tool does not aggregate data by dimension.

So, as a workaround, zoom out to look across all the dimensions and elements in a single screen shot. Notice those that are more and less developed.

 

Questions to ask:

  • Which dimensions and elements look more/less developed – and what factors might explain this?
  • Look across those elements that are MORE developed. Synthesise them. What links these different elements? Why are we strong in those areas? This might be an area to consolidate and build on. - these particular elements might be the ones to print off, share and celebrate as a way to build on the expertise within the school staff.
  • Look across those elements that are LESS developed. What links these different elements? Why are we not as strong in those areas? For example, you might notice several less developed areas might be linked by lack of cultural responsiveness. Can you tell a story about why this might be?  - develop an understanding of how these might be sensibly integrated and combined in a single, synthesized priority for the action plan.

These elements might be the ones to print off share and explore further as next steps with the whole staff (rather than printing off and sharing the entire report.)

For example, one school saw that they were less developed on community engagement, and on the integration of technologies online and so they decided to develop an action plan that linked several of the less developed areas together in a single action.

 


 

Step 2: Single slider overview

 

Single slider overview

The position of the slider is the school position. This is the current position of the school according to the data. You may wish to focus on those elements that are less or more developed as shown in the overview

  • Move the slider up to the next position. This represents the next phase in the framework. This might help define a short term direction for this year’s annual plan and action plan.
 

Slider aspirational

 

  • Move the slider up to the far right hand side. This represents the long term phases in the framework these might be useful aspirational goals for long term planning and visioning.

 


 

Step 3: Spread & mean score for each element


How to read these visuals:

  • TOP HALF OF EACH VISUAL: The columns are not aligned perfectly with the phases below; they represent, in raw numbers, where the staff put themselves on the slider (0-11). In fact, separate the top and bottom half of the visual in your mind. Look at the spread of columns to answer the questions: Where did we all place ourselves on the slider settings? >> To what extent is there agreement on this issue across the staff?

 

  • BOTTOM HALF OF THE VISUAL: The most important thing to look at here is the MEAN. The slider settings that are generated by the survey are aggregated into %s. The wee dot on the line is the MEAN that represents the average of the responses across the staff when aggregated. For example, if the mean of all responses falls in 0-20%, it is 'pre-emerging', etc. The levels at the bottom are relative to the mean.   It helps to answer the question: Where is the school / where are my staff at the moment?

 


 

Click on those elements of interest to access the visuals. 

Leadership & strategic direction

 

 

Points to note:

graph

 

  • The visuals show individual elements within dimensions, not whole aggregated dimensions.
  • The scale of the colums represents the raw numbers of staff who responded to this survey.
  • The different coloured columns represent the different roles of the teachers responded.
  • The small dot on the Y axis represents the average position - the mean - across all respondents. The phase that describes the position of this dot is highlighted in pale grey underneath.
  • Whole school: The wider the spread of information across the phases, the less agreement, in terms of perception, there is across the staff who took part in the survey.  The more closely bunched the columns are, the greater the agreement and shared understanding there is across the school around particular elements of e-learning.
  • The school columns at the top represents the whole school culture and approach, while the personal graph at the bottom represents individuals’ views on their own skills and competencies in relation to their use of technologies.

 

Questions to ask

Compare two sets of columns

Look at where particular roles are positioned and look at the spread across the phases. Looking across both graphs, is there a difference between personal and school data?

For example, is there general agreement across the school the whole school graph but disparity in terms of how individuals feel in the second, 'personal' one?

How much alignment is there between school and personal? For example, individual teachers may describe themselves as ‘pre-emerging’ but the school as a whole might see itself at ‘emerging’ or ‘engaging’.

A wide spread across whole school suggests disagreement and the need for further discussion. The school cannot be ‘emerging’ AND ‘extending’. Is there disagreement across different groups in the school?

 

Look at each visual

Look at the spread across the different roles. Is there a disparity or alignment between the way leadership views the school and the way the teaching staff view the school?

How widely spread are the columns across the graphs?

A widely spread school response indicates the need for further discussion and exploration so that staff can develop a more shared understanding of e-learning

The spread of the personal column responses indicates how differentiated the professional learning design may need to be to meet the spread of needs across the staff. A starting point might be to look at the lower areas of the personal responses where the staff are more closely aligned. This would mean you are building from a common base where there are shared understandings already.



 

Step 4: Review the comments

 

The comments contextualise the information on the visuals and they provide an indication of how staff think and feel in anticipation of taking the results back to the staff. 

Schools who have completed the survey in the past have reported the comments as being some of the most useful information they have received.

 


 

Step 5: Teachers' individual results

 

Slider positioning

 

It might be useful for staff to view their own results as a starting point for planning their inquiries. This can be done as follows:

 

  • Copy/paste or record their unique PIN number/url they are given when they first enter the school survey.
  • When they submit their results, they can 'view their results' which they could then screen capture or print direct from their browser.
  • They can go back to the school's survey link again, login with their PIN or url and view their results again at another time.