Dooly County K8 GSAPS Staff Survey
GSAPS Staff Survey
Thank you for participating in this survey. The intent of the survey is to provide school leadership with data that will help to inform school improvement decisions.
1. Teachers use documented processes (norms, agendas, data analysis tools) to guide collaborative planning meetings.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
2. During collaborative planning meetings, teachers effectively use assessment data to inform instructional planning.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
3. Teachers introduce content to students by setting and communicating learning targets.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
4. Teachers introduce content to students by using success criteria (clearly showing students how to successfully demonstrate learning at the end of an instructional period).
No basis to judge
Rarely or never
Sometimes
Often
Consistently
5. Teachers give students personalized feedback related to the standard being taught.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
6. Teachers meet specific learning needs of students by using instructional strategies personalized to each student.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
7. Teachers continuously monitor student progress and mastery of required standards during the delivery of instruction.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
8. Teachers effectively use a balanced blend of assessments (diagnostic, formative, summative) to inform instructional delivery.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
9. Teachers deliver targeted data-driven interventions and enrichment opportunities to individual students during the delivery of instruction.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
10. School leaders consistently monitor the effectiveness of collaborative planning.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
11. School leaders consistently monitor the effectiveness of instructional delivery.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
12. School leaders consistently monitor the results of student assessments.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
13. School leaders consistently plan, implement, and monitor protocols that focus the climate and culture of the school on ensuring high levels of learning for all students.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
14. School leaders engage the entire staff in shared decision-making and problem-solving.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
15. School leaders seek the entire staff's input in the creation and implementation of the school improvement plan.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
16. School leaders actively work to reduce the variability of the quality of classroom instruction.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
17. Available resources are effectively used to support increased student achievement.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
18. The entire staff is focused on continuously improving the school's major systems, structures and processes.
No basis to judge
Never or rarely
Often
Consistently
19. School leaders use processes to recruit, interview, and hire new staff members who will help to improve student achievement.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
20. School leaders implement a professional learning system that supports specific targeted needs of individual teachers.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
21. School leaders monitor the impact of professional learning initiatives to reduce the variability of quality in instruction throughout the school.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
22. School leaders use processes to increase the retention of high-achieving staff.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
23. School leaders and teachers collaborate as a professional learning community to improve instructional quality.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
24. The school creates and maintains clear, reciprocal, and continuous communication between the school and stakeholders regarding student learning.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
25. The school builds capacity for all stakeholders to use effective support strategies that strengthen student learning at home.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
26. The school provides fair and equitable access to multiple learning opportunities outside of the core curriculum for students.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
27. The school partners with families to solicit input and feedback on educational policies, practices, and programs that affect student learning.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
28. School staff and families collaborate with community members, local businesses, and civic organizations to expand learning opportunities and services for students.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
29. School leaders maintain order and safety in a way that maximizes student learning and staff effectiveness.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
30. The school uses protocols (safety drills, tornado drills, crisis plans, maintenance plans, etc.) to provide a safe, clean, and orderly learning environment.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
31. School leaders and staff develop, implement, and monitor a multi-tiered system of supports to meet students' unique whole-child needs.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
32. Instructional staff members have high expectations for students and expect students to do well academically and behaviorally.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
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