Oklahoma Innovation Index Education Leader Survey

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* 1. How important is teaching students to be innovative in your lesson plans?

Not very important

Somewhat important

Very important

Not very important

Somewhat important

Very important

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* 2. In our changing economy, how important will the following attributes be to your students as they enter the workforce? In the list below, mark the three (3) you are most likely to consider:

Ability to solve problems individually

Ability to solve problems collaboratively

Innovative thinking

Ability to identify business or product opportunities

Integrated thinking or the ability to connect ideas across different fields or disciplines

Effective communication skills

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* 3. Which ONE of the following attributes is MOST DIFFICULT to teach?

Ability to solve problems individually

Ability to solve problems collaboratively

Innovative thinking

Ability to identify business or product opportunities

Integrated thinking or the ability to connect ideas across different fields or disciplines

Effective communication skills

In the following pairs, please indicate which attributes you desire most for your students to learn or acquire. Use the numbers to indicate your preferences along a continuum. Marking zero means you value both attributes equally, marking one means you have a slight preference toward that end of the scale. The strength of your preference increases with each number up to 4.

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* 4. Students should be able to:

generate as many ideas as possible

generate one “best idea”

generate as many ideas as possible

generate one “best idea”

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* 5. Students should be able to:

classify objects or ideas in varied ways

classify objects or ideas according to established standards

classify objects or ideas in varied ways

classify objects or ideas according to established standards

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* 6. Students should be able to:

generate new ideas by suggesting unusual twists to change content

understand established ideas related to content

generate new ideas by suggesting unusual twists to change content

understand established ideas related to content

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* 7. Students should be able to:

expand, enlarge, enrich, and/or embellish previous ideas

adhere to established ideas that are part of current practice

expand, enlarge, enrich, and/or embellish previous ideas

adhere to established ideas that are part of current practice

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* 8. Students should be able to:

take chances while experimenting with new ideas and challenges

proceed with an abundance of caution when implementing new ideas

take chances while experimenting with new ideas and challenges

proceed with an abundance of caution when implementing new ideas

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* 9. Students should be able to:

establish an order or structure in a complex environment

work within an established structure without question

establish an order or structure in a complex environment

work within an established structure without question

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* 10. Students should be able to:

follow a hunch, question alternatives, ponder outcomes, and/or wonder about options

follow established procedure, not ask questions, accept established outcomes, and/or not consider additional options

follow a hunch, question alternatives, ponder outcomes, and/or wonder about options

follow established procedure, not ask questions, accept established outcomes, and/or not consider additional options

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* 11. Students should be able to:

visualize possibilities, build images in the mind, picture new objects, and/or reach beyond the limits of the practical

understand practical limitations that have been established in previous practice and work within those limits

visualize possibilities, build images in the mind, picture new objects, and/or reach beyond the limits of the practical

understand practical limitations that have been established in previous practice and work within those limits

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* 12. Among the attributes listed below, please place a check by the four (4) you consider to be most important for your students’ futures. Students should be able to:

generate as many ideas as possible

classify objects in new and novel ways

generate original ideas

expand upon, enlarge, enrich or embellish ideas

take chances while experimenting with new ideas

establish order in complex environments

question alternatives, ponder outcomes, and wonder about options

visualize possibilities beyond practical limits

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* 13. In your view, to what extent are Oklahoma elementary and secondary schools (pK-12) currently providing students with the creative capacity/innovative skills necessary for success?

No extent

Some extent

Great extent

No extent

Some extent

Great extent

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* 14. In your view, to what extent are Oklahoma schools of higher education currently providing students with the creative capacity/innovative skills necessary for success?

No extent

Some extent

Great extent

No extent

Some extent

Great extent

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* 15. Should Oklahoma help schools contribute to the development of innovative workers by measuring classroom activities and behaviors that develop, improve, or sustain innovative skills?

Yes

Not sure

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* 16. As an educator, you acquired skills in critical thinking, collaboration, communication and creativity (innovation) necessary for your success. Please identify an activity or activities in school that helped you develop any or all of these skills:

For each attribute listed in the questions below, please rate the degree to which the current curriculum and/or constraints/requirements of the school day allow for their inclusion into normal classroom activities . (E.g. is it difficult or not difficult to introduce risk taking into a lesson plan under the current curriculum and class activities?) Also, please rate these attributes as being “Difficult to teach” or “Not Difficult to teach" as part of the curriculum.

Finally, indicate the importance of these attributes to be included in the curriculum?

Teaching students to:

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* 17. Generate as many ideas as possible is:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very important to include	Very important to include Agree	Very important to include 4	Very important to include 3	Very important to include 2	Very important to include Disagree

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* 18. Classify objects in new and novel ways is: (etc.)

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very important to include	Very important to include Agree	Very important to include 4	Very important to include 3	Very important to include 2	Very important to include Disagree

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* 19. Generate original ideas:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
very important to include	very important to include Agree	very important to include 4	very important to include 3	very important to include 2	very important to include Disagree

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* 20. Expand upon, enlarge, enrich or embellish ideas:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
very important to include	very important to include Agree	very important to include 4	very important to include 3	very important to include 2	very important to include Disagree

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* 21. Take chances while experimenting with new ideas:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very Important to include	Very Important to include Agree	Very Important to include 4	Very Important to include 3	Very Important to include 2	Very Important to include Disagree

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* 22. Establish order in complex environments:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very Important to include	Very Important to include Agree	Very Important to include 4	Very Important to include 3	Very Important to include 2	Very Important to include Disagree

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* 23. Question alternatives, ponder outcomes, and wonder about options:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very Important to include	Very Important to include Agree	Very Important to include 4	Very Important to include 3	Very Important to include 2	Very Important to include Disagree

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* 24. Visualize possibilities beyond initial perceptions:

	Agree	4	3	2	Disagree
Difficult to include	Difficult to include Agree	Difficult to include 4	Difficult to include 3	Difficult to include 2	Difficult to include Disagree
Difficult to teach	Difficult to teach Agree	Difficult to teach 4	Difficult to teach 3	Difficult to teach 2	Difficult to teach Disagree
Very Important to include	Very Important to include Agree	Very Important to include 4	Very Important to include 3	Very Important to include 2	Very Important to include Disagree

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* 25. What type of position do you have?

Teacher

Administration

Support Staff

Other (please specify)

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* 26. What type of educational institution are you in?

Public

Private

Technology Center

Other (please specify)

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* 27. Where are you located?

Urban

Rural

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* 28. How long have you been in the Education workforce?

1-5 years

6-10 years

11-15 years

16+ years

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* 29. Please add any comments, suggestions or advice:

Thank you for your support of Oklahoma and for participating in this survey.