Welcome

This benchmark report was prepared for Springsteen Academy by the Center for Transformative Teaching & Learning (CTTL) on 21 May, 2021.

It compared the results of 75 educators from the school against the 3,498 total respondents who have completed the Neuro Educational Confidence Diagnostic.

About

The Neuro Educational Confidence Diagnostic measures the following areas:

  1. How much educators can do within the school
  2. Educator’s self-reported knowledge of learning science and a confidence to apply it in the classroom
  3. Evaluation of learning science scientific concepts and their application

The results form the Neuro Educational Confidence Index (NECI). The diagnostic and the summary index are based on extensive education research, which you can read more about below, along with information on targeted microcourses to support further development.

Overall results

Influence

Respondents were asked to evaluate how much influence they believe educators have on learning outcomes and then reveal their personal knowledge and confidence on how the brain learns.

Influenced is calculated as the aggregated beliefs on how much influence educators have on learning outcomes.


Knowledge & Confidence

  • Knowledge: Please rate your knowledge of the how the brain actually learns best from low (0) to high (10)

  • Confidence: Please rate your overall confidence in applying this knowledge in the classroom from low (0) to high (10)


Measured NECI Score

Knowledge is most useful when we have the confidence to apply it in real life. We, therefore, glued together self-reported knowledge and confidence results to calculate overall self-reported knowledge and confidence scores out of 100.

We then calculated the measured knowledge and confidence scores from responses to ten questions based on the best research from the last forty years on how the brain learns. This score, out of 100, is also known as the Neuro Educational Confidence Index, or NECI.

The charts below show how the self-reported scores compare to the measured scores for your educators.


Summary results for respondents from Springsteen Academy

  • Self-Reported Knowledge and Confidence Score: 61.8

  • NECI Score: 22.6


Your educators believe their knowledge and confidence score to be 61.8 out of 100.

In reality their measured knowledge and confidence score is 22.6, a difference of 39.2 points.


In the heat map below you can see your organization’s overall knowledge and confidence relative to others indicated with an X – as well as the suggested goal “you want to be here”. The lighter the color the higher the concentration of respondent scores.


Self-Reported vs. Measured NECI Score

X
Your School

Component breakdown

Responses from your institution were also scored for four key teaching components – Curriculum Design, Learning Environments, Pedagogy and Assessment, Student Success and Wellbeing. For each teaching component the chart below highlights where your educator’s component scores are relative to others who have taken the diagnostic.



For more information on how to address gaps in any of the categories please check out The CTTL’s Microcourse Learning Programs or reach out to us at .


Respondent profile

Below are summary views for work experience and institutional role that were collected from the 3,498 people who have completed the survey.

Work Experience

Role

Learn more

Center for Transformative Teaching & Learning (CTTL)

The CTTL’s mission is to create and innovate in the field of Mind, Brain, and Education Science research to allow educators to maximize their effectiveness and students to achieve their highest potential.

Our vision is a world where every teacher understands how every student’s brain learns.

For more information please visit us at www.thecttl.org or contact us directly at .

Microcourse Learning Programs

Track 1: Learning Environments

  1. Teachers as Brain Changers
  2. Classroom Design
  3. Classroom Culture

Track 2: Curriculum Design

  1. Planning for Forgetting
  2. Practice Made Perfect
  3. Building for Every Brain

Track 3: Pedagogy & Assessment

  1. Learning Made Memorable
  2. The Engaged Brain
  3. Feedback Loops

Track 4: Student Success & Well-Being

  1. The Science of Study
  2. Thinking Outside the Brain
  3. The Brain at 100%

Related Research

Below is related research on Mind, Brain, and Education. Additional resources can be found in our research library.

  1. G. Hinton, C., Fischer, K., & Glennon, C. (2012). Mind, Brain, and Education: The Student at the Center Series. Mind, Brain, and Education, March, 2012.

  2. Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8.

  3. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.

  4. Brown, P. C., III, H. L. R., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Belknap Press: An Imprint of Harvard University Press.

  5. Shonkoff, J. P., Garner, A. S., The Committee on Psychosocial Aspects of Child and Family Health. (2012). The Lifelong Effects of Early Childhood Adversity and Toxic Stress. Pediatrics, 129(1), e232–e246.

  6. Pope, D., Brown, M., & Miles, S. (2015). Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. John Wiley & Sons.

  7. American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.

  8. Wiliam, D. (2017). Embedded Formative Assessment. Solution Tree Press.

  9. Zelazo, P.D., Blair, C.B., and Willoughby, M.T. (2016). Executive Function: Implications for Education (NCER 2017-2000) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

  10. Quigley, A., Muijs D., & Stringer E. (2019). Metacognition and Self-Regulated Learning Guidance Report. Education Endowment Foundation.