Handout 2e: Raw Data Directions: Review the raw data for schools A, C, and E. Selected Survey Items From a District Survey Percentage of Respondents Indicating Agree or Strongly Agree District Average School A School B School C School D School E School F School G Teachers are allowed to focus on educating students with minimal interruptions. 51% 84% 57% 84% 76% 17% 59% 95% The noninstructional time provided for teachers in my school is sufficient. 51% 79% 49% 61% 68% 72% 48% 100% Parents or guardians support teachers, contributing to success with students. 57% 100% 27% 89% 78% 17% 74% 95% The community we serve is supportive of this school. 70% 95% 39% 94% 82% 13% 95% 100% Students at this school follow of conduct. 45% 95% 33% 74% 89% 4% 26% 100% School administrators consistently enforce rules for student conduct. 54% 94% 92% 59% 93% 17% 67% 71% The faculty has an effective process for making group decisions to solve problems. 63% 48% 81% 72% 85% 13% 70% 77% There is an atmosphere of trust and mutual respect in this school. 60% 89% 83% 85% 72% 8% 70% 86% Teachers feel comfortable raising issues and concerns that are important to them. 61% 89% 83% 79% 76% 13% 71% 91% Teachers are assigned classes that maximize their likelihood of success with students. 50% 95% 65% 66% 73% 15% 71% 88% Teachers have autonomy to make decisions about instructional delivery (i.e., pacing, materials, and pedagogy). 65% 100% 42% 34% 53% 13% 73% 90% Key for cell color percentages: Red = below proficient; Yellow = proficient; Green = above proficient
There are frequent interruptions during instructional time that require teachers or students to respond to office communications and complete school business. School leadership seeks teachers’ input on ways to limit the full range of interruptions in instruction experienced by teachers and students. School leadership engages with teachers and support staff to ensure maximum instructional time and minimum interruptions in learning for all students. School leadership, teachers, and support staff consistently use and refine systems for maximizing instructional time in ways that advance student learning. 1c. Teachers have time during the school day to plan and collaborate. Little or no time is provided during the day to plan lessons. Minimum sufficient time is provided during the school day for short- and long-term planning. Time is available throughout the week for teachers to engage in lesson planning that includes careful design of differentiated instruction to meet the diverse learning of students. Time is provided during the school day and throughout the school year (i.e., early dismissal days) for teachers to plan, review, and improve differentiated lessons that advance learning for all students. Little or no time is available during the day for teachers to collaborate with colleagues for lesson planning. Minimum sufficient time is available for teachers to work collaboratively to develop common plans and share effective lessons. Time is available for consistent collaboration among teachers, instructional support staff, and school leadership to plan and coordinate instruction to meet the needs of all students. The culture of the school supports full engagement in schoolwide collaboration to facilitate comprehensive planning to ensure the full range of students receive the highest quality education. Planning time is often interrupted by meetings or unanticipated duties. are limited interruptions to the noninstructional time provided to teachers. Teachers have the state minimum time to plan and collaborate (duty-free lunch and a planning period). School leadership, teachers, and support staff collaborate to ensure that planning time is protected and uninterrupted. Teachers have sufficient uninterrupted noninstructional time that allows them to engage in regular professional learning communities to support the continuous improvement of student learning and teacher practice.
1d. Schools make efforts to streamline processes to increase instructional time and decrease required paperwork. School leadership makes little or no effort to minimize associated paperwork. School leadership makes some effort to minimize completion of school business during instructional time, target essential assessments, and reduce the amount of associated paperwork. School leadership’s efforts to streamline school business and effectively implement targeted assessments result in increased instructional time and reduced associated paperwork. Schoolwide efforts allow for teachers to provide effective instruction that is free from constraints resulting from school business, required assessments, and other associated paperwork.