Gainesville City Schools: Staff Survey 2012

1. Gainesville City Schools: Staff Survey 2012

Because we are determined to lead all children to success, we must concentrate on continuous improvement in the schools and school system. Your constructive responses to the statements below will enable us to focus on areas of need and build on our strengths. All responses will be anonymous. Thank you for participating in the critical improvement process.

Question Title

* 1. Please select length of employment with Gainesville City Schools:

Less Than 1 Year

Between 1 - 5 Years

Between 6 - 10 Years

Between 11 - 15 Years

Between 16 - 20 Years

Between 21 - 25 Years

More Than 25 Years

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* 2. Please identify the school where you currently work.

Centennial Arts Academy

Enota Multiple Intelligences Academy

Fair Street IB World School

Gainesville Exploration Academy

New Holland Core Knowledge Academy

Wood's Mill Academy

Gainesville Middle School

Gainesville High School

Gainesville Learning Academy

Other (please specify)

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* 3. Please select your position:

Teacher

Paraprofessional

Administrator

Office Staff

Other (please specify)

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* 4. Our written curriculum documents (e.g., maps and units) are aligned to appropriate standards and are used to guide instruction. (C-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 5. Our curriculum has been aligned horizontally and vertically in order to support students' mastery of the appropriate standards. (C-1.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 6. Our curriculum maps and units are designed to ensure all students participate in a curriculum that requires depth of understanding and rigor. (C-1.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 7. We meet regularly to collaborate on the design and implementation of the curriculum. (C-2.1,2.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 8. Our teachers have a shared understanding of what students are expected to know, do and understand at all grade levels and in all subject areas. (C-2.1,2.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 9. Our teachers analyze student work collaboratively to build consensus for a common understanding of proficiency and rigor. (C-2.1,3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 10. Administrators and teacher leaders monitor and evaluate implementation of the curriculum through a consistent and systematic school-wide process. (C-3.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 11. Performance data and the review of student work are used to revise curriculum implementation and to align resources. (C-3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 12. General comments on Curriculum:

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* 13. An organizing framework (e.g., Opening/Activating Strategy, Teaching/Student Work time, Summarizing/Sharing Work) that aligns curriculum, assessment, and instruction is utilized to plan quality teaching and learning. (I-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 14. Learning goals are explicitly communicated to our students. (I-1.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 15. Teachers use a variety of research-based instructional strategies (e.g., compare/contrast, summarizing, and higher-order questioning, and advanced organizers). (I-2.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 16. Teachers emphasize and encourage learners to use higher-order thinking skills (e.g., compare, contrast, classify), processes (e.g., problem-solving, decision-making) and mental habits of the mind (e.g., critical thinking, creative thinking). (I-2.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 17. Differentiated instruction, adjustment of content, product, process and/or learning environment, is provided to support students according to their instructional needs. (I-2.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 18. Teachers utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning. (I-2.5)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 19. Systematic and data-driven interventions are required for our students who need additional assistance to master standards. (I-2.6)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 20. Technology is effectively used to maximize student learning. (I-2.7)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 21. General comments on Instruction:

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* 22. Our teachers agree on the types of assignments to give as homework and the amount of homework to give.

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 23. We use a comprehensive system for assessing student progress toward meeting the appropriate standards.
(A-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 24. Teachers collaborate to design assessments aligned to the appropriate standards. (A-1.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 25. Collaboration on data analysis guides and informs grade-level and school-wide decision-making. (A-2.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 26. Assessment data is used to plan and adjust for instruction for each student, subgroup of students and the school as a whole. (A-3.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 27. General comments on Assessment:

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* 28. Our school improvement plan is created and revised with staff input. (PO-2.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 29. Our administrators and the school leadership team monitor the implementation of the school improvement plan and its impact upon student achievement. (PO-2.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 30. Human, technological, and material resources are effectively selected and used to ensure the academic success of all learners. (PO-3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 31. A safe learning environment is planned, implemented, and maintained by our school staff and administrators. (PO-4.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 32. Instructional time is maximized, and no interruptions occur to detract from time on learning. (PO-4.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 33. Our school facility is adequately maintained, clean, and conducive for teaching and learning. (PO-4.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 34. General comments on Planning/Organization:

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* 35. Opportunities for communication exist in both directions between the home and school. (SFC-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 36. Parents feel welcome in our school. (SFC-1.4)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 37. Opportunities exist for parents and community members to participate in school governance, decision-making and problem-solving. (SFC-2.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 38. School and community partnerships exist to provide a network of support for our students.(SFC-3.1,3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 39. General comments on Student, Family, and Community Support:

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* 40. Teachers and administrators participate in job-embedded professional learning and collaboration addressing curriculum, assessment, instruction, and technology (e.g. developing lesson plans, examining student work, monitoring student progress). (PL-1.1,1.5)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 41. The principal and other school leaders set clear expectations and monitor the effectiveness of professional learning on teacher practices and student learning. (PL-1.2,2.2,2.5)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 42. The principal and other leaders plan professional learning by utilizing data (student learning, demographic, perception, and process). (PL-2.7)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 43. Teachers and administrators have the knowledge and skills (e.g., group decision-making strategies, stages of group development, setting norms, using protocols) necessary to collaborate. (PL-3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 44. Our teachers participate in professional learning to deepen their content knowledge. (PL-3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 45. General comments on Professional Learning:

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* 46. Our principal and school administrators exhibit a deep understanding of curriculum, assessment and instruction.(L-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 47. Our principal and school administrators keep the school focused on student learning and promote sustained and continuous improvement. (L-1.3

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 48. Our principal and school administrators maximize the availability and distribution of instructional resources (human, material and technology) focused on school learning goals.(L-2.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 49. Our principal and other school administrators are visible to staff, students, and parents and participate in subject and/or grade level meetings.(L-2.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 50. Our principal and administrators collaborate with staff members and other stakeholders to elicit input and provide opportunities for shared decision-making and problem-solving. (L-3.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 51. Staff members have opportunities to serve in a variety of leadership roles. (L-3.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 52. Our school uses external resources (e.g., Central Office, RESA, GLRS, Universities, ETTC, GaDOE) to support school improvement initiatives. (L-3.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 53. Our school has a fully operational leadership team (school improvement team, design team, etc.) that is representative of our entire staff. The team conducts regular, results-driven meetings and exists to address student achievement and overall academic success. (L-4.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 54. Our leadership team uses an on-going, data-driven decision-making process to identify student achievement and organizational productivity needs.(L-4.3)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 55. General comments on Leadership:

Our school provides support to promote the academic achievement of all learners. (Examples of support: counseling, academic advisements, transitional experiences). (SC-1.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 56. Our school supports and enhances the social and emotional growth and development of all learners. (Examples of support: advisement, mentoring, coaching, shadowing, counseling services). (SC-1.2,1.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 57. School policies, practices, and experiences promote respect for individual differences. (SC-2.1)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 58. Our school celebrates the achievements and accomplishments of our students, staff and school community.(SC-2.2)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 59. Our school culture reflects an atmosphere of trust and openness among all stakeholders. (SC-2.4)

No Basis To Judge

Never

Infrequently

Often

Consistently

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* 60. General comments on School Culture:

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* 61. If any, which group(s) of students in your school (or system if you work in the central office) is (are) not performing to your expectations?

Economically Disadvantaged

ESOL

Gifted/Talented

Migrant

Minority

Regular Classroom

Spec. Ed.

None of the above

Other (please specify)

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* 62. Are there one or more academic content areas in which targeted professional learning for teachers would increase student achievement?

ELA

Math

Reading

Science

Social Studies

Academic enhancement not needed

Other (please specify)

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* 63. Please put in ranking order the areas of professional learning would have the greatest positive impact on student achievement:

	1	2	3	4	5	6	7	8	9	10	11	12	13
Accommodating all learners	Accommodating all learners 1	Accommodating all learners 2	Accommodating all learners 3	Accommodating all learners 4	Accommodating all learners 5	Accommodating all learners 6	Accommodating all learners 7	Accommodating all learners 8	Accommodating all learners 9	Accommodating all learners 10	Accommodating all learners 11	Accommodating all learners 12	Accommodating all learners 13
Assessing student achievement	Assessing student achievement 1	Assessing student achievement 2	Assessing student achievement 3	Assessing student achievement 4	Assessing student achievement 5	Assessing student achievement 6	Assessing student achievement 7	Assessing student achievement 8	Assessing student achievement 9	Assessing student achievement 10	Assessing student achievement 11	Assessing student achievement 12	Assessing student achievement 13
Classroom management	Classroom management 1	Classroom management 2	Classroom management 3	Classroom management 4	Classroom management 5	Classroom management 6	Classroom management 7	Classroom management 8	Classroom management 9	Classroom management 10	Classroom management 11	Classroom management 12	Classroom management 13
Technology for teachers	Technology for teachers 1	Technology for teachers 2	Technology for teachers 3	Technology for teachers 4	Technology for teachers 5	Technology for teachers 6	Technology for teachers 7	Technology for teachers 8	Technology for teachers 9	Technology for teachers 10	Technology for teachers 11	Technology for teachers 12	Technology for teachers 13
Differentiated instructional strategies	Differentiated instructional strategies 1	Differentiated instructional strategies 2	Differentiated instructional strategies 3	Differentiated instructional strategies 4	Differentiated instructional strategies 5	Differentiated instructional strategies 6	Differentiated instructional strategies 7	Differentiated instructional strategies 8	Differentiated instructional strategies 9	Differentiated instructional strategies 10	Differentiated instructional strategies 11	Differentiated instructional strategies 12	Differentiated instructional strategies 13
Interpreting and using data	Interpreting and using data 1	Interpreting and using data 2	Interpreting and using data 3	Interpreting and using data 4	Interpreting and using data 5	Interpreting and using data 6	Interpreting and using data 7	Interpreting and using data 8	Interpreting and using data 9	Interpreting and using data 10	Interpreting and using data 11	Interpreting and using data 12	Interpreting and using data 13
Effective teaching practices	Effective teaching practices 1	Effective teaching practices 2	Effective teaching practices 3	Effective teaching practices 4	Effective teaching practices 5	Effective teaching practices 6	Effective teaching practices 7	Effective teaching practices 8	Effective teaching practices 9	Effective teaching practices 10	Effective teaching practices 11	Effective teaching practices 12	Effective teaching practices 13
Parent and community involvement	Parent and community involvement 1	Parent and community involvement 2	Parent and community involvement 3	Parent and community involvement 4	Parent and community involvement 5	Parent and community involvement 6	Parent and community involvement 7	Parent and community involvement 8	Parent and community involvement 9	Parent and community involvement 10	Parent and community involvement 11	Parent and community involvement 12	Parent and community involvement 13
Pyramid of intervention	Pyramid of intervention 1	Pyramid of intervention 2	Pyramid of intervention 3	Pyramid of intervention 4	Pyramid of intervention 5	Pyramid of intervention 6	Pyramid of intervention 7	Pyramid of intervention 8	Pyramid of intervention 9	Pyramid of intervention 10	Pyramid of intervention 11	Pyramid of intervention 12	Pyramid of intervention 13
Working effectively with paraprofessionals/volunteers	Working effectively with paraprofessionals/volunteers 1	Working effectively with paraprofessionals/volunteers 2	Working effectively with paraprofessionals/volunteers 3	Working effectively with paraprofessionals/volunteers 4	Working effectively with paraprofessionals/volunteers 5	Working effectively with paraprofessionals/volunteers 6	Working effectively with paraprofessionals/volunteers 7	Working effectively with paraprofessionals/volunteers 8	Working effectively with paraprofessionals/volunteers 9	Working effectively with paraprofessionals/volunteers 10	Working effectively with paraprofessionals/volunteers 11	Working effectively with paraprofessionals/volunteers 12	Working effectively with paraprofessionals/volunteers 13
Standards-based classrooms	Standards-based classrooms 1	Standards-based classrooms 2	Standards-based classrooms 3	Standards-based classrooms 4	Standards-based classrooms 5	Standards-based classrooms 6	Standards-based classrooms 7	Standards-based classrooms 8	Standards-based classrooms 9	Standards-based classrooms 10	Standards-based classrooms 11	Standards-based classrooms 12	Standards-based classrooms 13
Co-teaching and inclusion training	Co-teaching and inclusion training 1	Co-teaching and inclusion training 2	Co-teaching and inclusion training 3	Co-teaching and inclusion training 4	Co-teaching and inclusion training 5	Co-teaching and inclusion training 6	Co-teaching and inclusion training 7	Co-teaching and inclusion training 8	Co-teaching and inclusion training 9	Co-teaching and inclusion training 10	Co-teaching and inclusion training 11	Co-teaching and inclusion training 12	Co-teaching and inclusion training 13
Pedagogical enhancement not needed	Pedagogical enhancement not needed 1	Pedagogical enhancement not needed 2	Pedagogical enhancement not needed 3	Pedagogical enhancement not needed 4	Pedagogical enhancement not needed 5	Pedagogical enhancement not needed 6	Pedagogical enhancement not needed 7	Pedagogical enhancement not needed 8	Pedagogical enhancement not needed 9	Pedagogical enhancement not needed 10	Pedagogical enhancement not needed 11	Pedagogical enhancement not needed 12	Pedagogical enhancement not needed 13

Question Title

* 64. Professional learning in which of the following areas would most enhance your skills as a school (or system) leader?

Assessing leaders

Assessing student achievement

Assessing teachers

Classroom management

Classroom use of technology

Conflict resolution

Interpreting and using data

Designing, implementing, monitoring, and assessing the improvement plan

Differentiated instructional strategies

Effective communication with all stakeholders

Effective co-teaching classrooms

Effective teaching practices

Effective school-wide behavioral plans

Parent and community involvement

Pyramid of intervention

Shared leadership and decision-making

Standards-based classrooms

Leadership skills enhancement not needed

Other (please specify)

Question Title

* 65. On a scale of 1 to 5, with 1 being unimportant and 5 being very important, please rate the importance of each of the following factors for retention of effective school (system) leaders:

	1 - Being Unimportant	2	3	4	5 - Being Very Important	No answer
Adequate building level administrative personnel	Adequate building level administrative personnel 1 - Being Unimportant	Adequate building level administrative personnel 2	Adequate building level administrative personnel 3	Adequate building level administrative personnel 4	Adequate building level administrative personnel 5 - Being Very Important	Adequate building level administrative personnel No answer
Central office (school board) support	Central office (school board) support 1 - Being Unimportant	Central office (school board) support 2	Central office (school board) support 3	Central office (school board) support 4	Central office (school board) support 5 - Being Very Important	Central office (school board) support No answer
Comprehensive induction program for new administrators	Comprehensive induction program for new administrators 1 - Being Unimportant	Comprehensive induction program for new administrators 2	Comprehensive induction program for new administrators 3	Comprehensive induction program for new administrators 4	Comprehensive induction program for new administrators 5 - Being Very Important	Comprehensive induction program for new administrators No answer
Continuous relevant professional learning	Continuous relevant professional learning 1 - Being Unimportant	Continuous relevant professional learning 2	Continuous relevant professional learning 3	Continuous relevant professional learning 4	Continuous relevant professional learning 5 - Being Very Important	Continuous relevant professional learning No answer
Effective mentoring program for new administrators	Effective mentoring program for new administrators 1 - Being Unimportant	Effective mentoring program for new administrators 2	Effective mentoring program for new administrators 3	Effective mentoring program for new administrators 4	Effective mentoring program for new administrators 5 - Being Very Important	Effective mentoring program for new administrators No answer
Increased building level program funding	Increased building level program funding 1 - Being Unimportant	Increased building level program funding 2	Increased building level program funding 3	Increased building level program funding 4	Increased building level program funding 5 - Being Very Important	Increased building level program funding No answer
Other (Specify)	Other (Specify) 1 - Being Unimportant	Other (Specify) 2	Other (Specify) 3	Other (Specify) 4	Other (Specify) 5 - Being Very Important	Other (Specify) No answer

Please explain if "Other" was selected as a factor for retention of effective school (system) leaders

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* 1. Please select length of employment with Gainesville City Schools:

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* 2. Please identify the school where you currently work.

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* 3. Please select your position:

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* 4. Our written curriculum documents (e.g., maps and units) are aligned to appropriate standards and are used to guide instruction. (C-1.1)

Question Title

* 5. Our curriculum has been aligned horizontally and vertically in order to support students' mastery of the appropriate standards. (C-1.2)

Question Title

* 6. Our curriculum maps and units are designed to ensure all students participate in a curriculum that requires depth of understanding and rigor. (C-1.3)

Question Title

* 7. We meet regularly to collaborate on the design and implementation of the curriculum. (C-2.1,2.2)

Question Title

* 8. Our teachers have a shared understanding of what students are expected to know, do and understand at all grade levels and in all subject areas. (C-2.1,2.2)

Question Title

* 9. Our teachers analyze student work collaboratively to build consensus for a common understanding of proficiency and rigor. (C-2.1,3.2)

Question Title

* 10. Administrators and teacher leaders monitor and evaluate implementation of the curriculum through a consistent and systematic school-wide process. (C-3.1)

Question Title

* 11. Performance data and the review of student work are used to revise curriculum implementation and to align resources. (C-3.2)

Question Title

* 12. General comments on Curriculum:

Question Title

* 13. An organizing framework (e.g., Opening/Activating Strategy, Teaching/Student Work time, Summarizing/Sharing Work) that aligns curriculum, assessment, and instruction is utilized to plan quality teaching and learning. (I-1.1)

Question Title

* 14. Learning goals are explicitly communicated to our students. (I-1.3)

Question Title

* 15. Teachers use a variety of research-based instructional strategies (e.g., compare/contrast, summarizing, and higher-order questioning, and advanced organizers). (I-2.1)

Question Title

* 16. Teachers emphasize and encourage learners to use higher-order thinking skills (e.g., compare, contrast, classify), processes (e.g., problem-solving, decision-making) and mental habits of the mind (e.g., critical thinking, creative thinking). (I-2.2)

Question Title

* 17. Differentiated instruction, adjustment of content, product, process and/or learning environment, is provided to support students according to their instructional needs. (I-2.3)

Question Title

* 18. Teachers utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning. (I-2.5)

Question Title

* 19. Systematic and data-driven interventions are required for our students who need additional assistance to master standards. (I-2.6)

Question Title

* 20. Technology is effectively used to maximize student learning. (I-2.7)

Question Title

* 21. General comments on Instruction:

Question Title

* 22. Our teachers agree on the types of assignments to give as homework and the amount of homework to give.

Question Title

* 23. We use a comprehensive system for assessing student progress toward meeting the appropriate standards.(A-1.1)

Question Title

* 24. Teachers collaborate to design assessments aligned to the appropriate standards. (A-1.3)

Question Title

* 25. Collaboration on data analysis guides and informs grade-level and school-wide decision-making. (A-2.3)

Question Title

* 26. Assessment data is used to plan and adjust for instruction for each student, subgroup of students and the school as a whole. (A-3.1)

Question Title

* 27. General comments on Assessment:

Question Title

* 28. Our school improvement plan is created and revised with staff input. (PO-2.1)

Question Title

* 29. Our administrators and the school leadership team monitor the implementation of the school improvement plan and its impact upon student achievement. (PO-2.3)

Question Title

* 30. Human, technological, and material resources are effectively selected and used to ensure the academic success of all learners. (PO-3.2)

Question Title

* 31. A safe learning environment is planned, implemented, and maintained by our school staff and administrators. (PO-4.1)

Question Title

* 32. Instructional time is maximized, and no interruptions occur to detract from time on learning. (PO-4.2)

Question Title

* 33. Our school facility is adequately maintained, clean, and conducive for teaching and learning. (PO-4.3)

Question Title

* 34. General comments on Planning/Organization:

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* 35. Opportunities for communication exist in both directions between the home and school. (SFC-1.1)

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* 36. Parents feel welcome in our school. (SFC-1.4)

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* 37. Opportunities exist for parents and community members to participate in school governance, decision-making and problem-solving. (SFC-2.1)

Question Title

* 38. School and community partnerships exist to provide a network of support for our students.(SFC-3.1,3.2)

Question Title

* 39. General comments on Student, Family, and Community Support:

Question Title

* 40. Teachers and administrators participate in job-embedded professional learning and collaboration addressing curriculum, assessment, instruction, and technology (e.g. developing lesson plans, examining student work, monitoring student progress). (PL-1.1,1.5)

* 23. We use a comprehensive system for assessing student progress toward meeting the appropriate standards.
(A-1.1)

* 55. General comments on Leadership:

Our school provides support to promote the academic achievement of all learners. (Examples of support: counseling, academic advisements, transitional experiences). (SC-1.1)