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CEEPA is now offering a discount on the fee for administering student and teacher surveys related to four domain areas:

(1) Welcoming and Safe Climate;                                                                                                       (2) Culture of Trust, Respect, Relationships, and Collaboration;                                                    (3) High Expectations and Effort;                                                                                                   (4) Responsive Teaching and Learning; and,                                                                                 (5) Student attachment to the school.

The statements for the surveys are below:

ELEMENTARY STUDENTS

Culture of Trust, Respect, Relationships, and Collaboration
I have friends at school.
Students at this school help each other.
Students treat each other with respect.
Students care about each other.
The other kids in my class are nice to me.
I trust my teacher to do what is best for me.
Welcoming and Safe Climate
My teacher cares about me.
My teacher tells me when I do a good job.
I feel safe at my school.
My school is a welcoming and friendly place to be.
My classroom is a welcoming and friendly place to be.
My teacher treats students fairly.
The principal treats students fairly.
High Expectations and Effort
My teacher expects me to try my best.
My teacher encourages me to keep trying when the work is hard.
My teacher makes our class interesting.
My teacher likes to teach.
I try my best at school.
I pay attention to my teacher in class.
I am proud of how hard I try to do well in school.
The students in my class pay attention to the teacher.
Responsive Teaching and Learning
My teacher asks us questions during class.
In class, I get to work with other students or in groups.
My teacher gives good directions on how to do classwork.
The work I do in class makes me think.
My teacher explains something until we all understand.
We learn a lot every day.
My teacher has us do lots of different activities in class.
My teacher asks if I understand the work I am doing.
My teacher asks me to explain my ideas.
My teacher asks me at least one question every day.
Student Attachment to the School
I like school.
I look forward to going to school.
There is at least one good thing about school that makes me want to go every day.

SECONDARY STUDENTS

Welcoming and Safe Climate
This school is a safe place to be.
This school is a welcoming and friendly place.
I feel comfortable saying what I think at school.
My teachers respect my individuality.
This school values all of its students.
Teachers and students work together to make our school better.
Students in this school trust their teachers.
I trust my teachers.
Students at this school treat each other with respect.
In this school, teachers and students trust and respect each other.
In my school, teachers listen to what students have to say.
My opinions are respected by teachers in this school.
My opinions are respected by other students in this school.
Students can talk to teachers about things that are bothering them.
Students are involved in decisions about classroom rules/procedures.
In my school, principals and assistant principals listen to what students have to say.
My opinions are respected by principals and assistant principals in this school.
In this school, students show respect for each other’s viewpoints.

High Expectations and Effort
In this school, the expectations for behavior are fair.
In this school, the expectations for behavior are the same for all students.
My teachers have high expectations for all students.
My teachers make me feel my schoolwork is important.
My teachers push everybody to work hard.
Teachers expect me to participate in class every day.
I usually try my best at school.
My teachers expect me to treat all people at this school with respect.
My teachers push ME to work hard.
My teachers inform me of the short-term and long-term expectations for assignments, quizzes, tests, etc.
I am able to manage my time to adequately complete my assignments.

Responsive Teaching and Learning: Learning Objectives
Teachers teach us to:

  • Learn from our mistakes.
  • Communicate effectively (through both writing and speaking).
  • Use information accurately.
  • Analyze and evaluate alternative points of view.
  • Use feedback to revise our work before receiving a final grade.
  • Deal positively with praise, setbacks, and criticism.
  • Evaluate/monitor our progress in class.
  • Use technology as a tool to research, organize, evaluate and communicate information.
  • Work together in teams.
  • Research a topic in-depth.
  • Look at a problem/issue from multiple different viewpoints.
  • Interpret information and draw conclusions.
  • Manage our time effectively to complete a task.
  • Set and meet goals, even in the face of obstacles and competing pressures.
  • Solve different kinds of unfamiliar problems in both familiar and innovative ways.
  • See making mistakes as a learning opportunity.
  • Understand how our community is connected to the state, nation, and world.

In my classes, students . . .

  • Discuss a topic from multiple viewpoints.
  • Give feedback to other students to help them improve their work.
  • Solve a new problem creatively.
  • Develop solutions to real world problems in our community.
  • Work with a partner or in a small group.
  • Learn to be reflective about their own behaviors.

In my classes, teachers . . .

  • Ask whether we understand before moving on to a new topic.
  • Emphasize learning from our mistakes.
  • Have us correct our mistake on both assignments and assessments (quizzes and tests).
  • Make sure we understand what we are supposed to be learning.
  • Explain something in a different way if we don’t understand the first time.
  • Give me support when I am struggling in class.
  • Encourage me to ask for help in class.
  • Know when the class understands and when we do not.
  • Seem to really enjoy teaching.
  • Take the time to summarize what we learn each day.
  • Tell us what we are learning and why.
  • Ask us to explain our answers.
  • Make sure we are learning the life skills to be successful.
  • Make sure we are learning to be active citizens
  • Connect what we learn to my future interests.
  • Know what my personal interests are.
  • Recognize my strengths.
  • Ask me a question during class at least once a week.

How often do following happen in your ACADEMIC CLASSES:

  • Students work with a partner or in groups.
  • Students engage in a class discussion.
  • Students give presentations.
  • Students provide feedback to each other.
  • Students work on classwork by themselves.
  • Students use technology.
  • Students listen to the teacher talk for most of class.
  • Students work on homework.

Culture of Trust, Relationships, & Collaboration: Student Attachment & Affinity
I have some good friends at this school.
I am comfortable being myself at this school.
There are students in this school who care about me.
I look forward to going to school.
I take pride in this school.
Once I am at school, I usually like being there.
There is at least 1 thing that makes me want to go every day.
There is at least one thing at school that captures my interest.
I feel like I am part of the school community.

Culture of Trust, Relationships, & Collaboration: Caring
I feel supported by my teachers.
My teachers care about me.
There is at least one adult in this school who cares about me.
There is at least one adult in this school who knows me well.
In the past week, a teacher has recognized or praised me for doing good schoolwork.

TEACHERS
[Statements are not organized by topic, but rather as they appear in the survey. The statements are then organized by topic in the report]

In this school, the school administrators . . .

  • Make a sustained effort to address teachers’ concerns about teaching and learning
  • Expect teachers to provide evidence of effective teaching and learning in their classrooms.
  • Understand effective teaching.
  • Understand how students learn.
  • Are aware of what goes on in my classrooms.
  • Are aware of what goes on in all classrooms.
  • Help teachers to promote and nurture a focus on teaching and learning.
  • Have opportunities to observe other teachers teaching.
  • Give informal feedback to me outside of the formal evaluation process.
  • Provide accurate feedback on my instruction.
  • Provide suggestions that improve my teaching effectiveness.
  • Evaluate me in a fair and professional manner.
  • Have at least one person who provides effective suggestions to improve instruction.
  • Hold teachers to high professional standards for delivering instruction.
  • Trust teachers to make sound professional decisions.
  • Treat teachers as professionals.
  • Hold students to a high standard of behavior.
  • Consistently and fairly enforce rules for student conduct.
  • Support teachers regarding student behavior in an appropriate manner.
  • We have an effective strategy to teach students how to behave well in school.
  • Clearly explain what is expected of teachers.
  • Communicate clear expectations to students and parents.
  • Regularly communicate with teachers and staff about what is going on in this school.
  • Consistently support teachers when needed.
  • Make a sustained effort to address teachers’ concerns about the school climate.
  • Are effective overall.

In this school, . . .

  • We have an effective process for making group decisions and solving problems.
  • Teachers feel comfortable raising issues and concerns that are important to them.
  • Teachers and principals work as a team to solve school-wide problems.
  • Teachers are involved in decision-making about school improvement planning.
  • Teachers are involved in developing plans about how to close the achievement gap.
  • Seek the input of teachers on important decisions concerning this school.
  • Are willing to makes changes based on teacher input.
  • Provide opportunities for teachers to provide anonymous feedback about school leadership.
  • Help teachers identify school strengths and weaknesses based on a variety of information.
  • Decisions are guided by the school vision/mission.
  • Provide opportunities for teachers to collaborate on curriculum and instruction.
  • Provide opportunities for teachers to learn from one another.
  • Expect teachers to collaboratively use information to identify strengths and weaknesses in their teaching.
  • We communicate regularly with families in multiple ways.
  • Teachers are supported in taking risks and trying new ideas/techniques
  • School administrators and teachers trust and respect each other.
  • Teachers have close working relationships with each other.
  • Teachers work collaboratively to improve instruction.
  • Teachers share and discuss student work with other teachers.
  • Teachers trust and respect each other.

School administrators make a sustained effort to ensure this school is a welcoming and safe place for:

  • Students
  • Teachers
  • Parents

In this school, we teach students to:

  • Learn from their mistakes.
  • Work with a partner or in groups.
  • Interpret information and draw conclusions.
  • Prioritize, plan and manage work to achieve the intended result.
  • Set and meet goals, even in the face of obstacles and competing pressures.
  • Synthesize and make connections between information and arguments.
  • View failure as an opportunity to learn.
  • View success as a long-term, cyclical process of small successes and frequent mistakes.
  • Communicate effectively (writing and speaking).
  • Evaluate information critically and competently.
  • Deal positively with praise, setbacks and criticism.
  • Evaluate/monitor their own progress.
  • Understand, negotiate and balance diverse views and beliefs to reach workable solutions.
  • Use technology as a tool to research, organize, evaluate and communicate information.
  • Access information efficiently (time) and effectively (sources).

I consistently try to . . .

  • Improve my teaching and classroom climate based on the input of students.
  • Improve my teaching and classroom climate based on the input of other teachers.
  • Improve my classroom instruction.
  • Assess student learning using multiple strategies.
  • Teach students to work with a partner or in groups.
  • Improve student effort/motivation.
  • Adjust instruction based on a variety of different sources of information.
  • Improve my classroom instruction and assessment.
  • Accurately identify the strengths and weaknesses of each of my students.
  • Ensure all students are actively engaged in the learning process during class.
  • Get to know the personal interests of each of my students.
  • Ask at least one question of every student at least once every week.
  • Keep track of the students I have called on to answer a question or make a comment.
  • Interact with each student every day.
  • Ensure that even the quiet students engage in classroom learning.
  • Provide my students an opportunity to give me anonymous feedback on my teaching.

Professional development resources and opportunities have:

  • Helped me be a more effective teacher.
  • Been useful to me in my efforts to improve student learning.
  • Provided me strategies that I have incorporated into my teaching methods.
  • Included ongoing support and guidance from school leaders.

I feel confident about my ability to:

  • Meet the needs of special education/IEP students.
  • Meet the needs of English Language Learner students.

In this school . . .

  • We all constantly strive to maximize the potential of each and every student.
  • We ensure that all students have equitable access to a high-quality curriculum.
  • We ensure that all students have equitable access to high-quality instruction.
  • We have implemented a strategy to address our achievement gaps.
  • Teachers hold high expectations for each and every student.
  • Administrators, teachers, and staff are aware of the various achievement gaps in our school.
  • Teachers are held to high professional standards for delivering instruction.
  • Provide the necessary support for students who are struggling academically.
  • Use a variety of assessment information to make decisions about instruction.
  • Have a common understanding of what good teaching looks like.
  • All members of the community (adults and students) are valued, regardless of sex, age, race, ethnicity, physical abilities, religious affiliation, sexual orientation, or nationality
  • Teachers and students trust and respect each other.
  • Students have school pride.
  • Teachers have school pride.
  • Teachers have district pride.
  • There is a general sense of respect for teachers from district administrators.
  • There is a general sense of respect for teachers from school board members.
  • There is a general sense of respect for teachers from parents.
  • Teachers appreciate students’ points of view.
  • Adults value what students have to say.
  • Students enjoy coming to school.
  • Students are involved in decisions about classroom rules and expectations.
  • Students are involved in decisions about school rules and procedures.
  • Students feel free to voice their opinions.
  • Some students appear to be left out of the school community by other students.
  • There is a process for identifying students who may feel isolated from their peers and providing them help.
  • We offer a wide variety of non-classroom activities so that all students can be involved in the school community.
  • We have effective discussions about student achievement in terms of: (a) Gender equality (b) Racial/ethnic equality (c) Socio-economic equality

Overall, . . .

  • This school is a good place to work and learn.
  • I enjoy working at my school.

 

 

 

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