School Culture Survey

Transcription

1 Subscale Title: Collaborative Leadership: describes the degree to which school leaders establish and maintain collaborative relationships with school staff. 2. Leaders value teachers ideas Leaders in this school trust the professional judgments of teachers Leaders take time to praise teachers that perform well Teachers are involved in the decision-making process Leaders in our school facilitate teachers working together Teachers are kept informed on current issues in the school My involvement in policy or decision making is taken seriously Teachers are rewarded for experimenting with new ideas and techniques Leaders support risk-taking and innovation in teaching Administrators protect instruction and planning time Teachers are encouraged to share ideas David Quinn, Lastinger Center, University of Florida Page 1 of 8

2 Subscale Title: Teacher Collaboration: describes the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school. 3. Teachers have opportunities for dialogue and planning across grades and subjects Teachers spend considerable time planning together Teachers take time to observe each other teaching Teachers are generally aware of what other teachers are teaching Teachers work together to develop and evaluate programs and projects Teaching practice disagreements are voiced openly and discussed David Quinn, Lastinger Center, University of Florida Page 2 of 8

3 Subscale Title: Professional Development: describes the degree to which teachers value continuous personal development and school-wide improvement. Teachers utilize professional networks to obtain information and resources for classroom 1. instruction Teachers regularly seek ideas from seminars, colleagues, and conferences Professional development is valued by the faculty Teachers maintain a current knowledge base about the learning process The faculty values school improvement David Quinn, Lastinger Center, University of Florida Page 3 of 8

4 Subscale Title: Unity of Purpose: describes the degree to which teachers work toward a common mission for the school. 5. Teachers support the mission of the school The school mission provides a clear sense of direction for teachers Teachers understand the mission of the school The school mission statement reflects the values of the community Teaching performance reflects the mission of the school David Quinn, Lastinger Center, University of Florida Page 4 of 8

5 Subscale Title: Collegial Support: describes the degree to which teachers work together effectively. 4. Teachers trust each other Teachers are willing to help out whenever there is a problem Teachers ideas are valued by other teachers Teachers work cooperatively in groups David Quinn, Lastinger Center, University of Florida Page 5 of 8

6 Subscale Title: Learning Partnership: describes the degree to which teachers, parents, and students work together for the common good of the student. 6. Teachers and parents have common expectations for student performance Parents trust teachers professional judgments Teachers and parents communicate frequently about student performance Students generally accept responsibility for their schooling, for example they 35. engage mentally in class and complete homework assignments David Quinn, Lastinger Center, University of Florida Page 6 of 8

7 Efficacy Factor: assesses the extent to which teachers consider their students to be capable of successful learning and consider themselves to be responsible and effective agents in instructing students. My success or failure in teaching students is due primarily to factors beyond my control rather 1. than to my own efforts and ability I sometimes feel it is a waste of time to try to do my best as a teacher I am certain I am making a difference in the lives of students The attitudes and habits my students bring to my class greatly reduce their chances for 4. academic success Many of the students I teach are not capable of learning the material I am supposed to teach 5. them I feel responsible for the students I teach but not for other students in the school In this school, I am likely to experience the following as a direct result of my students academic success or failure: public recognition in meetings of the faculty or the larger community, in school publications, or in the mass media Teachers are expected to help maintain discipline in the entire school, not just their classroom. The level of student misbehavior (e.g., noise, horseplay or fighting in the halls, cafeteria, or student lounge) and/or drug or alcohol use in this school interferes with my teaching. I have been successful in providing the kind of education I wanted to give students in my classes this year converted for reverse scored items David Quinn, Lastinger Center, University of Florida Page 7 of 8

8 Factor Scores Collaborative Leadership Teacher Collaboration Professional Development Unity of Purpose Collegial Support Learning Partnership Efficacy Factor Factors Collaborative Leadership : describes the degree to which school leaders establish and maintain collaborative relationships with school staff. Teacher Collaboration : describes the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school. Professional Development : describes the degree to which teachers value continuous personal development and school-wide improvement. Unity of Purpose : describes the degree to which teachers work toward a common mission for the school. Collegial Support : describes the degree to which teachers work together effectively. Learning Partnership : describes the degree to which teachers, parents, and students work together for the common good of the student. Efficacy Factor : assesses the extent to which teachers consider their students to be capable of successful learning and consider themselves to be responsible and effective agents in instructing students. David Quinn, Lastinger Center, University of Florida Page 8 of 8