GSAPS Staff Survey Template 2016-2017
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 role at the school? (Please note that classified staff will only be asked to respond to selected items).
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Certified Staff
Classified Staff
Other
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1. A process is used to review curriculum documents to ensure alignment to the intent and rigor of the standards and revises as needed. C-3
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
2. Assessments are aligned with the required curriculum standards. A-1
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
3. Teachers use common assessments to monitor student progress, inform instruction, and improve teacher practices. A-3
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
4. Teachers collaboratively analyze and use assessment results to adjust instruction. A-4
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
5. Grading practices provide an accurate indication of student progress related to the required standards. A-5
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
6. 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
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
7. The school provides timely, systematic, data-driven interventions. I-9
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
8. Professional learning needs are identified through a collaborative process using a variety of data. PL-1
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
9. Administrators and staff collaborate to construct knowledge, acquire skills, and refine practice. PL-2
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
10. Expectations for the implementation of professional learning are clearly defined. PL-3
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
11. 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
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
12. Resources (e.g., time, substitute teachers, materials, handouts, tools, facilitators, technology) are allocated to support professional learning. PL-5
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
13. Administrators and other school leaders monitor and evaluate the impact of professional learning on staff practices and student learning. PL-6
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
14. Administrators build and sustain internal and external relationships to foster the success of students and staff. L-1
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
15. Administrators initiate and sustain change to improve staff performance and student learning. L-2
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
16. 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
17. Processes are used to systematically analyze multiple sources of data to improve student achievement. L-4
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
18. Structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. L-5
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
19. A data-driven leadership team, focused on student learning, has been established. L-6
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
20. The leadership team meets regularly, has broad stakeholder representation (e.g., core and non-core teachers, certified support staff), and uses norms and protocols to work effectively and efficiently. L-6
*
No basis to judge
Rarely or never
Infrequently
Often
Consistently
21. Administrators monitor and evaluate the performance of teachers and other staff through observations, data, and documentation. L-7
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
22. Administrators provide ongoing support to teachers and other staff targeted to individual needs. L-8
*
No basis to judge
Rarely or never
Infrequently
Often
Consistently
23. A common vision/mission has been developed through a collaborative process and communicated to stakeholders. PO-1
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
24. The school uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on increasing student performance. PO-2
*
No basis to judge
Rarely or never
Infrequently
Often
Consistently
25. 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
26. The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is monitored. PO-4
*
No basis to judge
Rarely or never
Infrequently
Often
Consistently
27. Rules, policies, schedules, and procedures are developed, communicated, and implemented throughout the school. PO-5
*
No basis to judge
Rarely or never
Infrequently
Often
Consistently
28. 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
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
29. The school has created an environment that welcomes, encourages, and connects family and community members to the school. FCE-1
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
30. The school establishes and implements structures that promote clear and open communication between the school and stakeholders. FCE-2
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
31. 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
32. The school staff communicates the academic expectations and current student achievement status to families. FCE-4
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
33. 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
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
34. The school connects families with agencies and resources in the community to meet the needs of students. FCE-6
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
35. The school establishes a culture that supports the college and career readiness of students. SC-3
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No basis to judge
Rarely or never
Infrequently
Often
Consistently
36. 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
37. 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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