GSAPS Certified Staff Survey Template 2015-2016
DIRECTIONS: Carefully consider each of the described actions or conditions and select the option that best fits your opinion regarding its frequency or status. Additional comments may be made in the comment section at the end of the survey.
What is your school name?
What is your school system?
1. Our school uses systematic, collaborative planning processes so that teachers gain a shared understanding of expectations for standards, curriculum, assessment, and instruction. C-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
2. Our curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps) are aligned with the intended rigor of the standards. C-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
3. Our school uses a process to review curriculum documents to ensure alignment to the intent and rigor of the standards and revises as needed. C-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
4. Assessments are aligned with the required curriculum standards. A-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
5. Teachers use a balanced system of assessment, including diagnostic, formative, and summative, to monitor learning and to inform instruction. A-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
6. Teachers use common assessments to monitor student progress, inform instruction, and improve teacher practices. A-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
7. Teachers collaboratively analyze and use assessment results to adjust instruction. A-4
No basis to judge
Rarely or never
Infrequently
Often
Consistently
8. Our grading practices provide an accurate indication of student progress related to the required standards. A-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
9. Our school provides a supportive and well-managed environment conducive to learning. I-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
10. Teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. I-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
11. Teachers differentiate instruction to meet specific learning needs of students. I-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
12. Technology is used by both teachers and students to increase learning. I-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
13. Most teachers use the language of the standards to provide specific, timely, descriptive feedback to students on their performance on the standards or learning targets. I-7
No basis to judge
Rarely or never
Infrequently
Often
Consistently
14. Students take an active role in monitoring their own learning using tools such as rubrics, checklists, exemplars, feedback, and learning targets. I-8
No basis to judge
Rarely or never
Infrequently
Often
Consistently
15. Our professional learning aligns with identified needs of our staff. PL-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
16. Administrators and staff collaborate to construct knowledge, acquire skills, and refine practice. PL-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
17. Expectations for the implementation of professional learning are clearly defined. PL-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
18. Staff members actively participate in professional learning that includes multiple professional learning designs (e.g., collaborative lesson study, analysis of student work, problem solving sessions) to support the various learning needs of staff. PL-4
No basis to judge
Rarely or never
Infrequently
Often
Consistently
19. Resources (e.g., time, substitute teachers, materials, handouts, tools, stipends, facilitators, technology) are allocated to support professional learning. PL-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
20. Opportunities to practice skills, receive follow-up, feedback, and coaching are provided to ensure the effectiveness of professional learning. PL-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
21. Administrators and other school leaders monitor and evaluate the impact of professional learning on staff practices and student learning. PL-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
22. Administrators build and sustain internal and external relationships to improve student achievement. L-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
23. Administrators initiate and manage change to improve staff performance and student learning. L-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
24. The principal and other school leaders use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. L-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
25. The principal and other school leaders have a comprehensive knowledge and understanding of the best practices for curriculum, assessment, instruction, and professional learning. L-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
26. Administrators use processes to systematically analyze multiple sources of data to improve student achievement. L-4
No basis to judge
Rarely or never
Infrequently
Often
Consistently
27. Administrators build leadership capacity through shared decision-making and problem-solving. L-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
28. A data-driven leadership team, focused on student learning, has been established and is supported by the administration. L-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
29. The leadership team meets regularly, has broad stakeholder (e.g., core and non-core teachers, certified support staff) representation, and uses norms and protocols to work effectively and efficiently. L-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
30. The leadership team takes a proactive role in the development, implementation, and monitoring of the school improvement plan. L-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
31. Administrators monitor and evaluate the performance of teachers and other staff through observations, data, and documentation. L-7
No basis to judge
Rarely or never
Infrequently
Often
Consistently
32. Administrators provide ongoing support to teachers and other staff. L-8
No basis to judge
Rarely or never
Infrequently
Often
Consistently
33. A common vision/mission has been developed through a collaborative process, communicated to the staff, and implemented. PO-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
34. The school uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance. PO-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
35. Administrators and the school leadership team monitor implementation of the school improvement plan and make adjustments as needed. PO-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
36. Rules, policies, schedules, and procedures are periodically reviewed and systematically revised, as needed. PO-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
37. The school uses protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. PO-6
No basis to judge
Rarely or never
Infrequently
Often
Consistently
38. The school has created an environment that welcomes, encourages, and connects family and community members to the school. FCE-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
39. Opportunities are given to family members to become actively engaged in school-related events as participants, event managers, and workers. FCE-1
No basis to judge
Rarely or never
Infrequently
Often
Consistently
40. The school establishes structures that promote clear and open communication between the school and stakeholders. FCE-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
41. The school establishes relationships and decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) that build capacity for family and community engagement in the success of students. FCE-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
42. The school staff communicates the academic expectations and the current student achievement status to families. FCE-4
No basis to judge
Rarely or never
Infrequently
Often
Consistently
43. The school develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement. FCE-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
44. The school staff establishes a culture of trust and respect for students and adults that ensures positive interactions and promotes a sense of community. SC-2
No basis to judge
Rarely or never
Infrequently
Often
Consistently
45. The school establishes a culture that supports the college and career readiness of students (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding). SC-3
No basis to judge
Rarely or never
Infrequently
Often
Consistently
46. The school staff provides support to enhance the personal growth and development of students (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving). SC-4
No basis to judge
Rarely or never
Infrequently
Often
Consistently
47. The school recognizes and celebrates achievements and accomplishments of students and staff. SC-5
No basis to judge
Rarely or never
Infrequently
Often
Consistently
Comments: (Please use the space below to provide additional information related to any prompt.)
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