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  • FileName: WeTeachReportCabellCountyTechCenter.pdf [read-online]
    • Abstract: Percent. TOTAL. 26. 100%. No reply. 0. 0% First Year. 1. 4% Current Position ... No reply. 0. 0% 6‐10 Years. 3. 12% Classroom Teacher. 24. 96% 11‐20 Years. 7 ...

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We Teach® Instructional Staff
Survey Report
Cabell County Technical Center
November 25, 2008
N = 25
Data processed by:
Successful Practices Network
1585 Route 146
Rexford, NY 12148
(518) 723-2063
[email protected]
We Teach® Instructional Staff Survey Report
Table of Contents
Introduction………………………………………………..3
How to Use this Report……………………………………4
Demographics……………………………………………..5
The 4 Elements …………………………………………...6
Rigor…………………………………………...7
Relevance……………………………………...8
Relationships…………………………………..9
Leadership……………………………………10
All Statements and Responses by Percentage……………11
We Learn Student Survey and We Lead Whole Staff
Survey Overviews……...…………………………….…. 15
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
INTRODUCTION
Listening to Instructional Staff
Some types of information that can be deployed to help staff and leadership make
informed, data-based decisions are more readily available and more easily quantified.
Other information is often not so accessible or is based on casual anecdotal, or subjective
input. This is particularly true about collecting data on how the instructional staff in a
school perceive their effectiveness in terms of instruction, relationships with students and
other staff in the school, and the overall learning environment.
Perceptions often matter as much as reality, so measuring how instructional staff perceive
school is a valuable source of data in determining how to make more students – and
hence the entire school more effective and successful.
Rigor, relevance, relationships and leadership have been identified by the Successful
Practices Network as four key elements of successful schools from across the country.
The We Teach Instructional Staff Survey
The We Teach Instructional Staff Survey assesses staff perceptions of the three “R’s” and
of school leadership by asking for responses to statements based on the these critical
elements. We Teach provides school leadership and teachers with a powerful tool for
understanding what instructional staff believe about the school.
This report provides information that can help guide decisions about improving student
achievement and promoting the highest teaching and learning standards. The data
gathered from the We Teach survey are meant to help a school explore the elements of
school success related to student perceptions. Areas of strength and areas of concern can
be gleaned from the data, interpreted within the school’s unique culture and weighted in
importance as determined by school leadership.
We Teach is a powerful tool for initiating innovative, meaningful sustainable school
improvement.
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
HOW TO USE THE REPORT
The We Teach survey report gives educators a unique chance to look at their school through the
eyes of the instructional staff. The purpose of the report is to provide a context for exploring how
instructional staff feel they are challenging their students, how they are helping students connect
what they are learning to the world around them, the relationships they have in school and how
much they know about the goals of the school. By exploring and discussing these results,
schools will gain valuable insights into the leadership and overall health of the school. Those
insights can lead to promising action plans aimed at fostering rich learning environments focused
on rigor, relevance and relationships for all students.
Below are some suggestions for understanding and using the data in your report.
Demographics
♦ First, gain an overall picture of your instructional staff by looking closely at the demographic
section of the report.
The Elements of Rigor, Relevance, Relationships and Leadership
♦ Continue by studying the data reported for rigor, relevance, relationships and leadership. The
report is organized around each of these elements so that can be explored individually.
♦ Look for connections among items that warrant deeper discussion.
♦ Note areas of strength, and celebrate!
♦ Note areas of concern, and take steps to understand and make improvements.
Keep in Mind
♦ Working with the results is a process, not an event;
♦ Critical analysis is much more time consuming than taking the survey itself;
♦ Comparisons within your own school are often instructive;
♦ Ongoing conversations among colleagues and students provide the best way to gain a deeper
understanding of the data;
♦ Perceptions of the same data may differ. This is not only common, but also a healthy starting
point for dialogue and growth;
♦ The purpose of this entire effort is to improve the teaching and learning environment in your
school.
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We Teach® Instructional Staff Survey Report
All Participants
DEMOGRAPHICS
The instructional staff demographic data are presented both as counts and as percents.
Gender Count Percent Grade Level Count Percent
No reply 2 8% No Reply 3 12%
Male 15 60% K‐2 0 0%
Female 8 32% 3‐5 0 0%
TOTAL 25 100% 6‐8 1 4%
9‐12 22 85%
Years Teaching in Schools Count Percent TOTAL 26 100%
No reply 0 0%
First Year 1 4% Current Position Count Percent
2‐5 Years 1 4% No reply 0 0%
6‐10 Years 3 12% Classroom Teacher 24 96%
11‐20 Years 7 28% Instructional Support Staff  1 4%
Over 20 Years 13 52% TOTAL 25 100%
TOTAL 25 100%
Highest Level of Education Count Percent
Years Teaching in This School Count Percent No reply 1 0.04
No reply 0 0% High school/ GED 2 8%
First Year 1 4% Associate 4 16%
2‐5 Years 7 28%  Bachelor's 4 16%
6‐10 Years 5 20% Master's 1 4%
11‐20 Years 8 32% Master's+ 13 52%
Over 20 Years 4 16% Doctorate 0 0%
TOTAL 25 100% TOTAL 25 100%
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We Teach® Instructional Staff Survey Report
The Elements that Make a Difference
Rigor
Relevance
Relationships
Leadership
Practicing these elements lead to positive effects on staff and students.
The following descriptions of the elements provide school leadership
with a framework for recognizing and developing effective practices to
support student goals. The three elements represent the core aspects of
effective schools. They may not encompass all aspects of schools, but
they are essential in order to promote innovation and change in a school.
Every school should aim to create a culture that focuses on these
elements to meet the needs of all students.
“Aspiring for rigor, relevance and relationships in the classroom will not only trigger
excitement about learning, it will also increase performance and better prepare our children for
their lives beyond school.”
Dr. Bill Daggett
“Effective leaders focus on relationships.”
Ray McNulty
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
Rigor
Rigor means that critical thinking takes place on a regular basis. Instruction should engage
students in challenging coursework that stretches them to go beyond just understanding.
Instructional staff hold high expectations for all learners and provide the support they need to
achieve. Rigor is made possible by relevance.
Sup po r t Staf
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Rigor Agreement
1. In my class students discuss and solve open‐ended questions 
92% 92% 100%
and problems.
5. Staff are expected to provide opportunities for students to 
88% 88% 100%
discuss and solve open‐ended questions and problems.
9. Instruction in my class is student‐centered. 100% 100% 100%
13. I encourage students to create original solutions to complex 
96% 96% 100%
problems.
17. The school expects me to use common rubrics and scoring 
88% 88% 100%
guides to measure student proficiency.
21. Student literacy levels are measured continuously at this 
76% 75% 100%
school.
25. Struggling and disengaged learners receive the support 
84% 83% 100%
necessary to be successful.
29. This school gives up on difficult students. 4% 0% 100%
33. If students are given more challenging work, they do it. 56% 58% 0%
37. I am expected to make students passing the state test my 
32% 29% 100%
number one priority.
41. This school has high expectations for all students. 84% 83% 100%
45. I expect students to become independent learners. 96% 96% 100%
49. I use assessments to plan and adjust my instruction. 96% 96% 100%
53. Students are expected to exceed a basic understanding of 
88% 88% 100%
what is being taught.
57. Students who graduate from this school are college and/or 
84% 83% 100%
workforce ready.
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
Relevance
Relevance focuses on the interests of the students. Instruction that is interdisciplinary and real-
world relevant engages students in learning experiences by providing a context and impetus for
meaning making. Relevance is dependent on the DNA of the school and students within the
school and the positive relationships between and among adults and students that exist within the
school.
Sup po r t Staf
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C la ssr oo m  
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Total in 
Relevance Agreement
6. I use performance based assessments to reflect how well my 
96% 96% 100%
students have learned.
10. Staff are expected to do interdisciplinary planning and 
68% 67% 100%
projects.
14. Students can apply what I am teaching to their everyday lives. 100% 100% 100%
18. Students in my classroom engage in hands‐on activities. 96% 96% 100%
22. I use information and communication technology (e.g., 
96% 96% 100%
computers, internet, pda's) to promote learning.
26. I encourage students to explore career pathways. 96% 96% 100%
30. What I do makes a major contribution to preparing students 
100% 100% 100%
for their future.
34. Staff are expected to use information and communication 
96% 96% 100%
technology (e.g., computers, internet, pda's) to promote learning.
38. I make learning exciting for my students. 80% 79% 100%
42. This school prepares students to compete in a global economy. 68% 67% 100%
46. I encourage students to use multiple resources when solving 
100% 100% 100%
problems.
50. I encourage students to work with others to solve problems. 100% 100% 100%
54. I teach students to use information and communication 
96% 96% 100%
technology responsibly.
58. I reach out to colleagues to identify successful practices in my 
84% 83% 100%
content area.
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
Relationships
Strong staff-student relationships within a school are developed through a culture of respectful
caring and demonstration of concern for one another. The extent to which staff demonstrate
concern about the academic needs of students, as well as personal needs, creates an effective
learning environment. Quality interactions among students and staff are based on authentic
discussions where expectation and encouragement to succeed is the number one priority.
Sup po r t Staf
In str uc tion a
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Teac her s
Total in 
Relationships Agreement
3. Bullying is a problem at this school. 4% 4% 0%
7. I can freely express my opinions and concerns to the 
92% 92% 100%
administration.
11. Staff respect students. 96% 96% 100%
15. Staff respect each other. 96% 96% 100%
19. This school reaches out to all students to meet their individual 
84% 83% 100%
needs.
23. Staff know the personal interests of each other. 64% 67% 0%
27. I feel isolated from my colleagues. 8% 8% 0%
31. I am aware of my students' interests outside of school. 88% 88% 100%
35. My colleagues are a source of encouragement for me. 84% 83% 100%
39. Staff are expected to give frequent feedback to students about 
96% 96% 100%
the quality of their work and actions.
43. I recognize students when they demonstrate positive behavior 
96% 100% 0%
in school.
47. I know my students' academic interests and goals. 96% 96% 100%
51. Students talk about academic problems and concerns with me. 100% 100% 100%
55. I am a source of encouragement for my students. 100% 100% 100%
59. I know what my students are passionate about. 88% 88% 100%
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
Leadership
Effective leadership means that establishing and communicating a clearly defined set of beliefs
about teaching and learning is a collaborative effort. Instructional staff take part in ownership of
and believe in the direction that school must take. Leadership must involve instructional staff and
have a clear direction focused on rigor, relevance and relationships.
Sup po r t Staf
In str uc tion a
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Teac her s
Total in 
Leadership Agreement
4. The school administration clearly communicates the goals of 
100% 100% 100%
the school to staff.
8. My day‐to‐day actions are aligned with the mission and vision of 
100% 100% 100%
this school.
12. New ideas are regarded as essential by administration in this 
92% 92% 100%
school.
16. The school administration actively works to recruit and retain 
84% 83% 100%
quality teachers.
20. New teachers receive the most difficult work assignments. 8% 8% 0%
24. School administration implements change without undue 
84% 83% 100%
stress.
28. School administraion meets the needs of staff. 88% 88% 100%
32. There is strong communication among school administration 
92% 96% 0%
and staff.
36. Teachers are supported to grow professionally. 88% 88% 100%
40. School administration takes action on staff concerns and 
88% 88% 100%
suggestions.
44. Poor staff performance is not tolerated at this school. 56% 58% 0%
48. School administration recognizes the achievements of the 
60% 58% 100%
staff.
52. Teachers have adequate opportunity to contribute to school 
76% 75% 100%
wide decisions.
56. The school administration effectively creates a climate of trust. 84% 83% 100%
60. The Central Office gives school administration the autonomy it 
28% 29% 0%
needs to be successful.
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We Teach® Instructional Staff Survey Report
Cabell County Technical Center
All Statements and Responses by Percentage 1
Total in  Strongly  Strongly 
Rigor Agreement Agree
Agree Undecided Disagree
Disagree
1. In my class students discuss and solve open‐ended questions 
92% 32% 60% 8% 0% 0%
and problems.
5. Staff are expected to provide opportunities for students to 
88% 36% 52% 4% 4% 0%
discuss and solve open‐ended questions and problems.
9. Instruction in my class is student‐centered. 100% 44% 56% 0% 0% 0%
13. I encourage students to create original solutions to complex 
96% 44% 52% 4% 0% 0%
problems.
17. The school expects me to use common rubrics and scoring 
88% 12% 76% 8% 4% 0%
guides to measure student proficiency.
21. Student literacy levels are measured continuously at this 
76% 4% 72% 20% 4% 0%
school.
25. Struggling and disengaged learners receive the support 
84% 44% 40% 16% 0% 0%
necessary to be successful.
29. This school gives up on difficult students. 4% 4% 0% 4% 40% 52%
33. If students are given more challenging work, they do it. 56% 16% 40% 20% 16% 4%
37. I am expected to make students passing the state test my 
32% 8% 24% 28% 36% 4%
number one priority.
41. This school has high expectations for all students. 84% 24% 60% 16% 0% 0%
45. I expect students to become independent learners. 96% 36% 60% 4% 0% 0%
49. I use assessments to plan and adjust my instruction. 96% 36% 60% 4% 0% 0%
53. Students are expected to exceed a basic understanding of 
88% 24% 64% 4% 8% 0%
what is being taught.
57. Students who graduate from this school are college and/or 
84% 16% 68% 8% 4% 4%
workforce ready.
1
Percentages may not total one hundred due to rounding and no response data.
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We Teach® Instructional Staff Survey Report
All Statements and Responses by Percentage 1
Total in  Strongly  Strongly 
Relevance Agreement Agree
Agree Undecided Disagree
Disagree
6. I use performance based assessments to reflect how well my 
96% 36% 60% 4% 0% 0%
students have learned.
10. Staff are expected to do interdisciplinary planning and 
68% 16% 52% 20% 8% 0%
projects.
14. Students can apply what I am teaching to their everyday lives. 100% 60% 40% 0% 0% 0%
18. Students in my classroom engage in hands‐on activities. 96% 64% 32% 4% 0% 0%
22. I use information and communication technology (e.g., 
96% 40% 56% 0% 4% 0%
computers, internet, pda's) to promote learning.
26. I encourage students to explore career pathways. 96% 56% 40% 0% 0% 0%
30. What I do makes a major contribution to preparing students 
100% 48% 52% 0% 0% 0%
for their future.
34. Staff are expected to use information and communication 
96% 44% 52% 0% 4% 0%
technology (e.g., computers, internet, pda's) to promote learning.
38. I make learning exciting for my students. 80% 20% 60% 16% 4% 0%
42. This school prepares students to compete in a global economy. 68% 16% 52% 28% 4% 0%
46. I encourage students to use multiple resources when solving 
100% 40% 60% 0% 0% 0%
problems.
50. I encourage students to work with others to solve problems. 100% 48% 52% 0% 0% 0%
54. I teach students to use information and communication 
96% 48% 48% 4% 0% 0%
technology responsibly.
58. I reach out to colleagues to identify successful practices in my 
84% 20% 64% 8% 4% 4%
content area.
1
Percentages may not total one hundred due to rounding and no response data.
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We Teach® Instructional Staff Survey Report
All Statements and Responses by Percentage 1
Total in  Strongly  Strongly 
Relationships Agreement Agree
Agree Undecided Disagree
Disagree
3. Bullying is a problem at this school. 4% 0% 4% 12% 56% 24%
7. I can freely express my opinions and concerns to the 
92% 52% 40% 8% 0% 0%
administration.
11. Staff respect students. 96% 56% 40% 4% 0% 0%
15. Staff respect each other. 96% 52% 44% 4% 0% 0%
19. This school reaches out to all students to meet their individual 
84% 52% 32% 16% 0% 0%
needs.
23. Staff know the personal interests of each other. 64% 16% 48% 24% 12% 0%
27. I feel isolated from my colleagues. 8% 4% 4% 4% 60% 28%
31. I am aware of my students' interests outside of school. 88% 24% 64% 8% 4% 0%
35. My colleagues are a source of encouragement for me. 84% 40% 44% 16% 0% 0%
39. Staff are expected to give frequent feedback to students about 
96% 24% 72% 4% 0% 0%
the quality of their work and actions.
43. I recognize students when they demonstrate positive behavior 
96% 48% 48% 0% 0% 0%
in school.
47. I know my students' academic interests and goals. 96% 32% 64% 4% 0% 0%
51. Students talk about academic problems and concerns with me. 100% 36% 64% 0% 0% 0%
55. I am a source of encouragement for my students. 100% 48% 52% 0% 0% 0%
59. I know what my students are passionate about. 88% 16% 72% 12% 0% 0%
1
Percentages may not total one hundred due to rounding and no response data.
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We Teach® Instructional Staff Survey Report
All Statements and Responses by Percentage 1
Total in  Strongly  Strongly 
Leadership Agreement Agree
Agree Undecided Disagree
Disagree
4. The school administration clearly communicates the goals of 
100% 40% 60% 0% 0% 0%
the school to staff.
8. My day‐to‐day actions are aligned with the mission and vision of 
100% 40% 60% 0% 0% 0%
this school.
12. New ideas are regarded as essential by administration in this 
92% 24% 68% 8% 0% 0%
school.
16. The school administration actively works to recruit and retain 
84% 32% 52% 12% 0% 0%
quality teachers.
20. New teachers receive the most difficult work assignments. 8% 0% 8% 8% 52% 32%
24. School administration implements change without undue 
84% 20% 64% 12% 4% 0%
stress.
28. School administraion meets the needs of staff. 88% 36% 52% 12% 0% 0%
32. There is strong communication among school administration 
92% 40% 52% 4% 0% 0%
and staff.
36. Teachers are supported to grow professionally. 88% 32% 56% 12% 0% 0%
40. School administration takes action on staff concerns and 
88% 28% 60% 12% 0% 0%
suggestions.
44. Poor staff performance is not tolerated at this school. 56% 20% 36% 32% 8% 0%
48. School administration recognizes the achievements of the 
60% 24% 36% 28% 8% 0%
staff.
52. Teachers have adequate opportunity to contribute to school 
76% 28% 48% 12% 12% 0%
wide decisions.
56. The school administration effectively creates a climate of trust. 84% 40% 44% 8% 8% 0%
60. The Central Office gives school administration the autonomy it 
28% 8% 20% 24% 24% 24%
needs to be successful.
1
Percentages may not total one hundred due to rounding and no response data.
- 14 -
We Teach® Instructional Staff Survey Report
We Learn Student Survey and We Teach
Instructional Staff Survey Overviews
We Learn – Student Survey
The We Learn – Student Survey is for grades


Use: 0.3622