Tripod Education Partners works with states, districts, and schools to gather, organize, and report on student, teacher, and family perspectives. As pioneers in the field, Tripod's nationally recognized surveys were first developed in 2001 by Dr. Ronald F. Ferguson of Harvard University with educators in Ohio. Tripod surveys were first administered as part of a school-based initiative focused on raising achievement for all students while reducing the Black/White achievement gap.
Tripod surveys include measures to capture student perceptions of diversity, equity, and inclusion. Many research studies have highlighted the reliability and validity of data collected with Tripod surveys, including the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) Project, which used Tripod surveys as one of its key metrics.
As a trusted research and implementation partner, our surveys are used in settings across the country and internationally. Locations include Grand Rapids, Pittsburgh, Houston, Washington, DC, and Hawaii.
Tripod surveys include measures to capture student perceptions of diversity, equity, and inclusion. Many research studies have highlighted the reliability and validity of data collected with Tripod surveys, including the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) Project, which used Tripod surveys as one of its key metrics.
As a trusted research and implementation partner, our surveys are used in settings across the country and internationally. Locations include Grand Rapids, Pittsburgh, Houston, Washington, DC, and Hawaii.
Services
We bring over a decade of research and field experience when we partner with educators to design and implement innovative, research-based survey assessment projects.
Created by Dr. Ronald F. Ferguson of Harvard University in 2001, Tripod began as a bridge from research to practice for educators working to raise achievement levels and narrow gaps.
It has evolved into a trusted research partner and source of survey assessments, used widely around the nation and in countries including Chile, China, England, Lebanon, and Senegal.
Created by Dr. Ronald F. Ferguson of Harvard University in 2001, Tripod began as a bridge from research to practice for educators working to raise achievement levels and narrow gaps.
It has evolved into a trusted research partner and source of survey assessments, used widely around the nation and in countries including Chile, China, England, Lebanon, and Senegal.
Tripod Education Partners works with states, districts, and schools to gather, organize, and report on student, teacher, and family perspectives.
As pioneers in the field, Tripod's nationally recognized surveys were first developed in 2001 by Dr. Ronald F. Ferguson of Harvard University with educators in Ohio.
Our surveys gather data from students about themselves, their classrooms, and their schools.
They collect feedback from teachers about their experiences as teachers and perspectives about strengths and opportunities for improvement.
As pioneers in the field, Tripod's nationally recognized surveys were first developed in 2001 by Dr. Ronald F. Ferguson of Harvard University with educators in Ohio.
Our surveys gather data from students about themselves, their classrooms, and their schools.
They collect feedback from teachers about their experiences as teachers and perspectives about strengths and opportunities for improvement.
Tripod's 7Cs framework of effective teaching and associated survey measures capture essential elements of instructional practice.
Student survey results aligned with the 7Cs framework offer a streamlined way to provide actionable feedback for teachers and school leaders.
Better survey results on the 7Cs components predict higher student achievement, engagement and motivation, as well as success skills and mindsets (Ferguson & Danielson, 2014; Ferguson et al., 2015; Kane & Cantrell, 2010; Kane et al., 2013; Stuit, Ferguson, & Phillips, 2013).
Student survey results aligned with the 7Cs framework offer a streamlined way to provide actionable feedback for teachers and school leaders.
Better survey results on the 7Cs components predict higher student achievement, engagement and motivation, as well as success skills and mindsets (Ferguson & Danielson, 2014; Ferguson et al., 2015; Kane & Cantrell, 2010; Kane et al., 2013; Stuit, Ferguson, & Phillips, 2013).
Teachers who care show concern for students' emotional and academic well-being.
They develop supportive, personalized relationships with students, cultivate an emotionally safe environment, and respond consistently to students' social, emotional, and academic learning needs.
What expectations and routines do you establish to create an intellectually and emotionally safe environment?.
How often do you show interest in students' extracurricular activities and lives outside school?.
How do you incorporate opportunities for students to share their personal experiences, interests, and concerns?.
They develop supportive, personalized relationships with students, cultivate an emotionally safe environment, and respond consistently to students' social, emotional, and academic learning needs.
What expectations and routines do you establish to create an intellectually and emotionally safe environment?.
How often do you show interest in students' extracurricular activities and lives outside school?.
How do you incorporate opportunities for students to share their personal experiences, interests, and concerns?.
Teachers who confer encourage and value students' ideas and views.
They seek and respect students' thoughts, opinions, and input as part of the learning process.
The teacher and students work together to create a learning environment that welcomes and values diverse views and opinions.
The teacher regularly provides genuine opportunities for students to contribute ideas and opinions as part of the learning process.
The teacher incorporates interactive practices such as cooperative learning, reciprocal teaching, collaborative problem solving, and peer feedback.
They seek and respect students' thoughts, opinions, and input as part of the learning process.
The teacher and students work together to create a learning environment that welcomes and values diverse views and opinions.
The teacher regularly provides genuine opportunities for students to contribute ideas and opinions as part of the learning process.
The teacher incorporates interactive practices such as cooperative learning, reciprocal teaching, collaborative problem solving, and peer feedback.
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