JL Newbern Middle School
GSAPS Staff Survey 2019
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 of content areas use documented processes to plan collaboratively at least once per week.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
2. Teachers use a variety of data sources, including assessment data, to inform instructional planning.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
3. Teachers observe other teachers' classes to gain ideas and offer feedback.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
4. Teachers introduce content by setting and communicating both learning targets and success criteria.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
5. Teachers provide timely and individualized feedback to students on their progress.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
6. Teachers use appropriate strategies to meet specific learning needs of students in their classroom instruction.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
7. Teachers continuously monitor student progress and mastery of required standards.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
8. Teachers use a balanced blend of assessments (diagnostic, formative, summative) to support individual learning needs.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
9. Teachers provide systematic, data-driven interventions and enrichment opportunities.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
10. School leaders monitor the effectiveness of collaborative planning, instructional delivery, and student assessment.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
11. School leaders guide the creation and implementation of next steps in the work of school improvement.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
12. 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
13. School leaders engage the entire staff in shared decision-making and problem-solving.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
14. School staff can articulate school goals and take ownership of successfully implementing shared goals.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
15. School leaders actively work to reduce the variability of the quality of classroom instruction.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
16. School leaders monitor and support evidence-based classroom practices.
No basis to judge
Never
Rarely
Often
Consistently
17. School leaders plan, direct, and monitor the use of available resources to effectively support increased student achievement.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
18. School leaders ensure continuous improvement of the school's major systems, structures, and processes.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
19. School leaders collaborate with the district to recruit, interview, and hire new staff members.
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 support the placement, development, and 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 collaboratively develop and use effective support strategies that strengthen student learning at school and at home.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
26. The school empowers families and the community to advocate for students regarding fair and equitable treatment and access to learning opportunities that will support student success.
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. The school offers multiple opportunities (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) for parents and community members to be involved in the school decision-making process.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
29. 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
30. School leaders develop, communicate, implement, and revise rules, policies, schedules, and procedures to maintain order and safety in a way that maximizes student learning and staff effectiveness.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
31. 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
32. The school supports a student learning community that encompasses healthy behavioral and academic norms.
No basis to judge
Rarely or never
Sometimes
Often
Consistently
33. 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
34. 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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