### Spring 2016 School Leader Survey

[[ 

### Version : On

- line administration. Wave 2.]]

Understanding Your Participation in the S tudy

Welcome to the spring 2016 survey for school leaders about the feedback you give to teachers’ regarding their instruction as a part of the NM TEACH Educator Effectiveness System . This is a
follow

- on to our fall 2015 survey to learn about the feedback you h ave provided to teachers this school year.

Study Purpose. With funding from the federal Department of Education as a part of the
Southwest Regional Educational Lab , this study is intended to learn about the feedback principals give to teachers under the N M TEACH Educator Effectiveness System , and teachers’ perceptions of that feedback. For more information about the study, please see { REL Southwest website}. In {month, year} REL Southwest researchers asked all New Mexico’s public school principals to part icipate in a study about evaluation feedback to teachers. Results will be used to provide New Mexico Public Education Department feedback regarding how to improve the

NM TEACH Educator Effectiveness System training for principals and teachers.

Survey Purp ose. This survey is intended to gather information on the provision of feedback after formal observations by school leaders to teachers about their performance. Survey results
will not be used to evaluate you, other teachers, or school leaders.

Procedur es. Online completion of the survey should take approximately 30 minutes. By using your personal survey link provided in the invitation email, you will be able to complete the survey in multiple sessions; responses will be saved as you enter them. However, once you click “submit” at the very end of the survey, you will no longer be able to return.

Confidentiality. REL Southwest will keep all survey responses confidential and will only use them for the purpose of the study. Our reports will contain summaries, and responses will never be presented in any way that would permit readers to identify you or your school. No one at your school, district, or the state will have acc ess to survey responses that include respondents’ names, school names, or other information that could potentially be used to identify individuals or schools.

Participants. REL Southwest originally invited all New Mexico public school school

- based princip als to participate in this study. Only those principals who completed surveys in spring 2015 are being sent this survey now in spring 2016.

Benefits. Your completion of this survey gives you the opportunity to reflect on and share your perspective about the teacher evaluation system. You will be providing valuable information that may help New Mexico Public Education Department improve the NM TEACH Educator Effectiveness System

.Compensation. Within two weeks of completion of the online survey, you will receive via email

a link to your $ 25 online gift card for completing the survey.

Risks. The risks associated with your participation in this study are minimal.

Voluntary Participation. Your participation in this survey is completely voluntary. You ca n decide not to participate or to discontinue your participation at any time. A few survey questions, marked with a red asterisk, are required for routing to later questions

.

Questions? If you have any questions about this survey or the study as a whole, please feel free
to call us toll

- free at {XXX}. You can also contact {XX}, the survey coordinator, at {email} or by phone at {XX}. If you have concerns or questions about your rights as a participant, contact the
RAND IRB Office (which is responsible for the protection of project participants): {email}, toll free at {XX}, or c/o IRB, {address}.

[Required question] Informed Consent. By clicking the box below, you are indicating that you have read and understood the information provided to you about your participation in this

survey.



##  I have read and understood the information and choose to participate.

Thank you very much for your help in this important study!

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Using This Survey

Here are some tips that may help you navigate and complete this survey.

Returning to previous pages. Be sure to use the survey “go back to previous page” butto n at the bottom of the page. Do not use your browser’s back button

— it will not work.

Returning to the survey itself. If you would like to complete the survey in multiple sessions

— or if you accidentally get disconnected from the survey

— you can return to yo ur previous responses by clicking on the link that was in your invitation email. This will take you to where you left off (through the last full page you completed). You can keep returning until you click on the “submit” button on the final page of the sur vey.

Saving your responses. Your responses on any given survey page are saved when you click on either button at the bottom of the page (“save and go to next page” or “go back to previous page”).

Adding optional comments. Toward the bottom of each surve y page is a space where you canwrite in any comments you may have pertaining to the questions on the page. This is

completely optional.

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Your Position and Job Responsibilities

We would like to update our information about your position.



### [q1] Which of the following best describes your position as a school leader this school year (2015

- 2016)?

 If you are not a school leader, you may have received this survey in error. Please reply to the invitation email or call {XXX}. 

##  principal 

##  vice principal/assistant principal 

##  director 

##  dean 

##  other: _______________________



### [q2x] Including this school year (2015

- 2016), how many years have you been a school
administrat or? (Fill in each box.)

 “School administrator” includes principal, assistant principal, and other equivalent titles.



### [q2xa] Years as a school administrator in your current school 

### [q2xb] Years as a school administrator in your current district (including current school) 

### [q2xc] Years as a school administrator, total, in any location (including other districts and current district)



### [q3] In addition to your administrative responsibilities, do you currently (2015

- 2016) have official teaching responsibilitie s (that is, formally instruct K

- 12 students as the teacher of record in one or more classes)?



##  Yes 

##  No



### [q4] Do you play a role in filling teaching positions at your school (for example, recruiting, interviewing, and/or hiring)? 

##  Yes 

##  No---------------------------------------- [NEW SURVEY PAGE]

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Your Perceptions of the Quality of Your School’s Teaching Staff This Year



### [q 5 ] Use the slider to indic ate your level of agreement with the following statement: “Overall, I was satisfied with the quality of the whole teaching staff in my school this year (2015

- 2016).”

[insert slider graphic here. Tick marks at disagree strongly, disagree somewhat, agree somewhat, agree strongly.]



### [q 6 x] Use the slider to answer the following items. D uring this school year (2015

- 2016), how many teachers in your school

... None or
almost

none A few About half Most All or nearly
all 

### [q 6 a] Are highly effective
instructional leaders. [insert slider graphic here]



### [q 6b ] Are struggling and/or
ineffective instructional leaders. [insert slider graphic here]



### [q 6c ] Had a good grasp of the subject matter they teach [insert slider graphic here]



### [q 6d ] Engaged in collaborative

conversations about teaching and learning on a weekly or biweekly
basis [insert slider graphic here]

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Your Practices When Observing Teachers This Year (SY 2015

- 2016) for Evaluation

P urposes 

### [q 7 ] Thinking about the entire school year 2014

- 2015, please estimate the number of teachers you will formally evaluate yourself using the NM TEACH Observation Rubric {link}

.

[enter number here that ranges from 0

– 50]



### [q 8 ] Thinking about the entire school year 2014

- 2015, how many other school leaders besides yourself will formally evaluate teachers using the NM TEACH Observation Rubric {link} ?

[enter number here that ranges from 0

– 5]



### [q 9 ] Thinking about the entire school year 2015

- 2016, how often did you personally formallyobserve teachers in your school building using the NM TEACH Observation Rubric {link}?



##  I or another school leader formally observed (for 15 + minutes using the NM TEACH Observation Rubric) all teachers 3 or more times

. 

##  I or another school leader formally observed (for 15 + minutes using the NM TEACH Observation Rubric) all teacher 2 times

. 

##  I or another school leader formally observed (for 15 + minutes using the NM TEACH Observation Rubric) some teachers 2 times and other teachers 3 times or more

. 

##  Other: ________________________________



### [q 10 ] Estimate h ow long post

- observation conferences typically t ook you during school year

2014

- 2015

. Think only of conferences after formal observations ; do not include informal
feedback from classroom walk

- throughs.

[insert slider graphic here. Tick marks for 0 minutes to 60 minutes with 10 minute intervals



### [q 11 ] Thinking about the entire school year 2014

- 2015, how frequently did you provide informal feedback about teaching and learning to individual teachers

— e.g. walk

- throughs,
wows and wonders. 

##  At least once a week. 

##  At least once a month. 

##  At least once per semester. 

##  Other: ___________________ 

##  Optional comment here:



### [q1 2 x] Thinking about all your formal observations from school year 201 5

- 201 6 using the NM
TEACH Observation Rubric

, use the slider to indicate h ow much you agree or disagree with the following statements about your post

- formal observation conferences with teachers.

Disagree Strongly Disagree

Somewhat Agree

Somewhat Agree

Strongly 

### [q1 2 a] The feedback session itself , separate from professional development I may have
recommended , helped teachers improve
instruction

. [insert slider graphic here]



### [q1 2b ] In each conference, the teacher brought documents to the conference

, documents such as the lesson plan, PDP. [insert slider graphic here]



### [q1 2c ] In each conference, I brought
documents to conference such as the teacher’s report card and the most recent

PDP. [insert slider graphic here]

### [q1 2d ] In each conference, I identified at

least one positive practice that the teacher
does well

. [insert slider graphic here]



### [q1 2e ] In each conference, I identified at
least one challenge facing the teacher. [insert slider graphic here]



### [ q1 2f ] In ea ch conference, I used my scores

o n the NM TEACH Observation Rubric for that
teacher to determine which instructional practices to praise or c riticize with the
teacher. [insert slider graphic here]



### [ q1 2g ] In ea ch conference, I used my scores

o n the NM TEACH Observation Rubric for that
teacher to determine wh at professional development to recommend to the teacher. [insert slider graphic here]



### [q1 2h ] In each conference, I ended the
conference on a positive note

. [insert slider graphic here]



### [q1 2i ] Each conference followed a predictable
format

. [insert slider graphic here]



### [q1 2j ] In each conference, the teacher and I mutually developed next steps for their

instruction. [insert slider graphic here]



### [q1 2k ] In each conference I provided specific
feedback to teachers about their performance. [insert slider graphic here]



### [q1 2l ] In each conference I provided
actionable feedback to teachers about their performance. [insert slider graphic here]



### [q1 2m ] In each conference, teachers
committed to specific set of next steps to improve their instruction. [insert slider graphic here]



### [q1 2n ] In each conference, I spoke for
almost all of the time during the conference

. [insert slider graphic here]



### [q1 2o ] There was a high level of
collaboration in feedback conferences. [insert slider graphic here]



### [q1 2p ] There was a high level of conflict in
feedback conferences. [insert slider graphic here]



### [q1 2q ] It was hard to provide negative
feedback to teachers about their performance. [insert slider graphic here]



### [q1 2r ] The large majority of teachers seemed

to trust and accept my feedback. [insert slider graphic here]

### [q1 2s ] I feel positive about the feedback I

gave teachers in conferences. [insert slider graphic here]



### [q1 2t ] I enjoyed most of the post

- observation
feedback conferences. [insert slider graphic here]



### [q1 2u ] I provided all teachers I reviewed with

a written or online summary of the observation with my comments on it

. [insert slider graphic here]



### [q 13a ] Have you ever received the “ Checklist for New Mexico Principals’ Provision of

Feedback to Teachers ” , a guide to conducting formal feedback sessions? The first page of the

Conversation Checklist looks like this:



##  Yes 

##  No



### [q13b] Have you ever used the “ Checklist for New Mexico Principals’ Provision of Feedback to
Teachers ” when conducting the formal feedback conference in the 2015

- 2016 school year ?



##  Yes 

##  No



### [q 13c ] [If q 11b = yes)] With how many of your teachers, if any, have you used the“ Conversation Checklist ”?



##  None 

##  A few 

##  About half 

##  Most 

##  All or nearly all



### [q13d ] [If treatment=1| (if treatment = 0 & q 13a = yes)] Did you view the testimonial video that was distributed along with the Conversation Checklist ? 

##  Yes 

##  No 

##  I don’t know



### [ q13e ] Have you ever received the “ Guidance for New Mexico Principals’ About Provision of
Feedback to Teachers ” document? It looks like this:



##  Yes 

##  No



### [ q13f ] If q 13e = yes)] With how many of your teachers, if any, have you used the advice
included in the “Recommended Practices ” document ? 

##  None 

##  A few 

##  About half 

##  Most 

##  All or nearly all

## 

[q 13g ][If q 13c = none] Please select all of the reasons you have not used the Conversation
Checklist

. 

##  [q 13g a] I have never seen the Conversation Checklist

. 

##  [q 13g b] I haven’t yet used the Conversation Checklist , but I plan to. 

##  [q 13g c] I got the Conversation Checklist too late for me to use in teacher conferences. 

##  [q 13g d] The Conversation Checklist looks burdensome

— e.g., too long, too hard. 

##  [q 13g e] I don’t need it; I already have a way of holding feedback conversations with
teachers that works well. 

##  [q 13g f] I’ve read the Conversation Checklist and am using some concepts, but I’m not following the checklist. 

##  [q 13g g] Other: ______________________________________________________



### [q 13h ][If q13c ~= all & q13c ~= none] Which type of teachers did you use the

“ Conversation Checklist ” with? Select all that apply. 

##  [ q1 3 ha ] Only highly effective teachers 

##  [ q1 3 h b ] Only satisfactory teachers 

##  [ q1 3 h c ] Only struggling teachers 

##  [ q1 3 h d ] Only new teachers 

##  [ q1 3 h e ] Only experienced teachers 

##  [ q1 3 h h ] Other: _________________________________________________________



### [ q14a] [if 13C ~= none ] Use the slider to estimate h ow long post

- observation conferences typically t ook you during school year 2015

- 2016 when you used the “ Conversation Checklist. ” Think only of conferences after formal observations; do not include informal feedback from
classroom walk

- throughs.

[insert slider graphic here. Tick marks for 0 minutes, 15 min, 3 0 min., 45 min., 60 min, 75 min, 90 min]



### [q 14b ] [if 

### q 13f~ = none ] Use the slider to estimate h ow long post

- observation conferences typically t ook you during school year 2015

- 2016 after you reviewed the “ Guidance for New Mexico Principals’ About Provision o f Feedback to Teachers ”

. Think only of conferences after formal observations; do not include informal feedback from classroom walk

- throughs.

[insert slider graphic here. Tick marks for 0 minutes, 15 min, 30 min., 45 min., 60 min, 75 min,90 min]



### [q15x ] If 13C ~= none ] Use the slider to indicate h ow much you agree or disagree with the following statements about your opinions about the Conversation Checklist this year (school year 2015

- 2016).

Disagree Strongly Disagree

Somewhat Agree

Somewhat Agree

Strongly 

### [q1 5a ] The Conversation Checklist is easy to

use

. [insert slider graphic here]



### [q1 5b ] The Conversation Checklist takes too
much time to use. [insert slider graphic here]



### [q1 5c ] The Conversation Checklist makes the
feedback conversation feel formulaic

. [insert slider graphic here]



### [q1 5d ] The Conversation Checklist provided
me and teachers a helpful structure for
feedback. [insert slider graphic here]



### [q1 5e ] I provided more critical feedback to teachers than I had in prior conferences where
I didn’t use the Conversation Checklist

. [insert slider graphic here]



### [q1 5f ] The Conversation Checklist helps
teachers commit to specific set of next steps to improve their instruction. [insert slider gra phic here]



### [q1 5g ] I use the Conversation Checklist as the
basis to create teachers’ professional development plans (PDPs). [insert slider graphic here]



### [q1 5h ] I use the Conversation Checklist as the
basis to create professional growth plans (PGPs) for struggling teachers. [insert slider graphic here]

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Professional Development Offered to Teachers This Year (2015

- 2016)

The questions in this section ask about professional development for teachers.

 Professional development includes (but is not limited to) workshops, inservices, coaching/mentoring, collaborative planning/study, institutes, professional conferences, online courses, self

- dire cted learning, and so forth.



### [q1 6 x] Use the slider to indicate how much you agree or disagree with each of the following statements about the professional development experiences of teachers at your school this year (2015

- 2016, including summer 2015). Consider professional development offered by the district and other external sources as well as professional development offered by the school.

The professional development options for teachers this year....

Don’t know Disagree

Strongly Disagree

Somewhat Agree

Somewhat Agree

Strongly 

### [q1 6 a] Were mostly developed by
school leaders or teachers at my school. 

##  [insert slider graphic here]



### [q1 6b ] Were mostly job

- embedd ed
rather than one

- time only sessions. 

##  [insert slider graphic here]


### [q1 6c ] Were varied and numerous enough to allow me to customize my PD recommendations to teachers based on their performance on specific domains of the NM TEACH Observation Rubric.{link} 

##  [insert slider graphic here]



### [q1 6d ] Helped teachers improve on elements measured by the NM TEACH
Observation Rubric. 

##  [insert slider graphic here]



### [q1 6e ] Helped teachers improve
other elements of the NM TEACH
evaluation besides the NM TEACH Observation Rubric (e.g., student
achievement or “other” multiple measure). 

##  [insert slider graphic here]



### [q1 6f ] Were well aligned with the Common Core State Standards and/or
curriculum based on these standards. 

##  [insert slider graphic here]



### [q1 6g ] Have been convenient enough to promote teachers’ participation. 

##  [insert slider graphic here]



### [q1 6h ] Were sufficiently resourced (for example, substitute coverage, funding to cover expenses, stipends) to allow teachers to participate in the professional development they need to do their jobs successfully. 

##  [insert slider graphic here]



### [q1 6i ] District

- provided professional development offerings (workshops, inservices, online courses, etc.) have enough slots and availability to
accommodate all teachers who wish 

##  [insert slider graphic here]or need to participate.



### [q1 6j ] Teachers have had easy access to a catalog of professional development opportunities aligned
with the NM TEACH Observation
Rubric. 

##  [insert slider graphic here]



### [q1 7x ] Thinking about the professional development that teachers at your school have participated in this year (2015

- 2016, including summer 2015), use the slider to indicate h ow useful you think each of the following has been for improving teacher effectiveness

.

Not Applicable Not at all

useful Slightly

useful Moderately

useful Very useful 

### [q1 7 a] Workshops or inservices for teachers at your school only (typically on

- site) 

##  [insert slider graphic here]



### [q1 7 b] Workshops, inservices, institutes, or conferences organized by your district for teachers from multiple schools 

##  [insert slider graphic here]



### [q1 7 c] Online professional development offered by or through your district 

##  [insert slider graphic here]



### [q1 7 d] District

- or state

- sponsored induction program, me ntoring, or other professional development activities for new or beginning
teachers 

##  [insert slider graphic here]



### [q1 7 e] Instructional coaching (provided by school

- based coaches

or district coaches) 

##  [insert slider graphic here]



### [q1 7f ] Professional development led by me or a school leader such as study groups or s chool

- wide s taff meetings 

##  [insert slider graphic here]



### [q1 7g ] School

- based teacher collaboration (grade

- level or subject

- area teams, professional learning communities, study groups, etc.) 

##  [insert slider graphic here]



### [q1 7h ] Videos of sample lessons 

##  [insert slider graphic here]----------------------------------------------------- [NEW SURVEY PAGE]

----------------------------------

Training You Received A bout NM TEACH to Date 

### [q1 8 x] What types of professional development have you received to date regarding the teacher evaluation system, NM TEACH? (Check all that apply.) 

##  [q1 8 a] [exclusive option]No professional development received 

##  [q1 8 b] Information on the NM TEACH Educator Effectivenes s system (overall purpose, specific components, consequences for teachers, relationship to professional development, and so forth) 

##  [q1 8 c] How to use the NM TEACH Observation Rubric 

##  [q1 8 d] How to provide feedback to individual teachers after formal classroom

o bservations 

##  [q1 8 e] How to enter scores from NM TEACH Observation Rubric into Reflect , the Teachscape software 

##  [q1 8 f] How to use Reflect, the Teachscape software 

##  [q1 8 g] How to interpret a teachers’ NM TEACH Summative Evaluation Score 

##  [q1 8 h] How to give NM TEACH Observation Rubric ratings consistent with those given by other raters 

##  [q1 8 i] How to understand and make use of NM TEACH Summative Evaluation Score to help improve teaching at my school 

##  [q1 8 j] How to direct teachers to professional development based on their NM TEACH
Summative Evaluation Score 

##  [q1 8 k] Other:



### [q1 9 ] [if 18b

- k ==yes] Who sponsored the training you attended about NM TEACH Educator Effectiveness system ? Mark as many as apply. 

##  State Public Education Department 

##  My school district 

##  Other:

__________________ 

##  Don’t know



### [q20 ] [if 18b

- k ==yes] In total, how many minutes of training did you receive this year (2014

- 2015, including summer 2014) about how to provide feedback to teachers

. 

##  0 minutes 

##  15 minutes 

##  30 minutes 

##  60 minutes 

##  120 minutes 

##  2 40 minutes

##  Other:



### [q 21 ] [if 18d==yes] Thinking about the training on how to conduct post

- observation conferences with teachers , use the slider to indicate how useful you think the training was.

Not at all useful Slightly useful Moderately useful Very useful [insert slider graphic here]



### [q 22 x] Use the slider to indicate how much you agree or disagree with each of the following statements about your understanding of NM TEACH.

Disagree strongly Disagree

somewhat Agree

somewhat Agree

strongly 

### [q 22 a] I understand how the overall teacher ratings work in the NM teacher evaluation system (NM TEACH). [insert slider graphic here]

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Your Personal Views of NM TEACH



### [q 23 x] Use the slider to indicate how much you agree or disagree with each of the following statements about the teacher effectiveness ratings that became available in school year 2015

- 2016.

Disagree Strongly Disagree

Somewhat Agree

Somewhat Agree

Strongly 

### [q 23 a] The NM TEACH Educator Effectiveness System does a good job distinguishing
effective from ineffective teachers. [insert slider graphic here]



### [q 23 b] The NM TEACH Educator Effectiveness System is fair to all teachers, regardless of their personal characteristics or those of the students they teach. [insert slider graphic here]



### [q 23 c] The NM TEACH Educator Effectiveness System ignores important aspects of teacher performance. [insert slider graphic here]



### [q 23 d] The NM TEACH Educat or Effectiveness System requires so much of my time that it [insert slider graphic here]interferes with other important activities.



### [q 23 e] I have a clear idea of what the NM TEACH Educator Effectiveness System views as “good instruction.” [insert slider graphic here]



### [q 23 g] The NM TEACH Educator Effectiveness System has helped me pinpoint specific things I can do to help improve my teachers’ performance. [insert slider graphic here]



### [q 23 h] In the current NM TEACH Educator Effectiveness System , teachers who do poorly on their evaluation often leave teaching voluntarily. [insert slider graphic here]



### [q 24 x] Use the slider to r ate how much you agree or disagree with each of the following
statements about the NM TEACH Observation Rubric.

Disagree Strongly Disagree

Somewhat Agree

Somewhat Agree

Strongly 

### [q2 4 a] The 6 elements of Domain 1 (Planning and Preparation) of the NM TEACH Observation Rubric {link} are a useful way to measure the quality of teachers’ instructional practices. [insert slider graphic here]



### [q2 4 b] The 5 elements of Domain 2 (Creating an Environment for Learning) of the NM
TEACH Observation Rubric {link} are a useful way to measure the quality of teachers’ instructional practices. [insert slider graphic here]



### [q2 4 c] The 5 elements of Domain 3 (Teaching for Learning) of the NM TEACH Observation Rubric {link} are a useful way to measure the quality of teachers’ instructional practices. [insert slider graphic here]



### [q2 4 d] The 4 elements of Domain 4 (Professionalism) of the NM TEACH Observation Rubric {link}are a useful way to measure the quality of teachers’ instructional practices. [insert slider graphic here]



### [q2 4 e] Using the NM TEACH Observation Rubric {link} helps me to provide constructive, specific feedback to tea chers to improve their

instruction. [insert slider graphic here]----------------------------------------------------- [NEW SURVEY PAGE]

----------------------------------

Teacher Retention and Improvement 

### [q2 5 x] Over the past year (since approximately May 1, 2015), how many teachers at your
school...

None (0 teachers) 1

teacher 2

teachers 3

teachers More

than 3
teachers Don’t

know 

### [q 25 a] Moved from effective to highly effective o n the NM TEACH Summative Evaluation

. 

##      

[q2 5b ] Were put on an professional growth plan or entered probationary status 

##      

[q2 5c ] Were dismissed (that is, had their district employment as a teacher terminated) due to receiving a low effectiveness rating

on the NM TEACH Summative Evaluation 

##      

[q2 5d ] Left teaching voluntarily
after receiving a low effectiveness rating on the NM TEACH Summative Evaluation 

##      

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Optional Comments from You

The following four questions are optional if you have any feedback you wish to share.



### [q2 6 ] [if treatment = 1] Do you have any suggestions to help us improve the Principal

Teacher Post

- Observation Conversation Checklist ?



### [q27] Do you have any comments about professional development available to teachers in your district?



### [q2 8 ] Do you have any comments about the NM TEACH Observation Rubric?



### [q2 9 ] Do you have any comments about training either your district or NM PED have offer ed
about the NM TEACH teacher evaluation system?--------------------------------------- [NEW SURVEY PAGE]

---------------------------------------------

Thank You!

Thank you so much for your time to complete this survey.

Within the next 2 weeks, you will receive an email message with instructions about how to claim your gift card. This email message will come from {iCard ( services@icardgiftcard.com )}
and will be sent to the same email address at which you received the survey invitation, unless you indicate otherwise here:



##  Yes, please send my gift card information to the same email address to which you sent the survey invitation. 

##  Please send my gift card information to a different email address, which I am providing here: _______________ 

##  No, I do not wish to receive a gift card email from {iCard}.

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---------------------------------------------
Thanks Again

You have completed the survey and may now close it.