OETT/ K20Center School Professional Staff as a Learning Community Post-Survey
Please insert the last four(4) digits of your SSN:      Gender : 
School Name:      School District:
Grades you teach:   Subjects or Assignment :
Self-Contained:    Years employed as a teacher:   Years employed at your school:     
  Choose any rating from 1-low to 5 high      
 

School Administrators participate democratically with teacher sharing power, authority, and decision making.
1a Although there are some legal and fiscal decisions required of the principal, school administrators consistently involve the staff in discussing and making decisions about most school issues. 5      
    4      
 

Administrators invite advice and counsel from the staff and then make decisions themselves.

 3      
    2      
 

Administrators never share information with the staff nor provide opportunities to be involved in decision making

 1      
   
1b

Administrators involve the entire staff.

 5      
    4      
  Administrators involve a small committee, council, or team of staff. 3      
    2      
 

e. Administrators do not involve staff.

 1      
             
  Staff shares visions for school improvement that have an undeviating focus on student learning, and are consistently referenced for the staff's work.
2a a.  Visions for improvement are discussed by the entire staff such that consensus and a shared vision results. 5      
    4      
  b.  Visions for improvement are not thoroughly explored; some staff agree and others do not. 3      
    2      
  c.  Visions for improvement held by the staff are widely divergent. 1      
             
2b d.  Visions for improvement are always focused on students and learning and teaching. 5      
    4      
  e.  Visions for improvement are sometimes focused on students and teaching and learning. 3      
    2      
  f.  Visions for improvement do not target students and teaching and learning. 1      
             
  Staff's collective learning and application of the learnings (taking action) create high intellectual learning tasks and solutions to address student needs.
3a The entire staff meets to discuss issues, share information, and learn with and from each other. 5      
    4      
  Subgroups of the staff meet to discuss issues, share information, and learn with and from each other. 3      
    2      
  Individuals randomly discuss issues, share information, and learn with and from each other. 1      
             
3b The staff meets regularly and frequently on substantive student-centered educational issues. 5      
    4      
  The staff meets occasionally on substantive student-centered educational issues. 3      
    2      
  The staff never meets to consider substantive educational issues. 1      
             
3c The staff discusses the quality of their teaching and students' learning. 5      
    4      
  The staff does not often discuss their instructional practices nor its influence on student learning. 3      
    2      
  The staff basically discusses non-teaching and non-learning issues. 1      
             
3d The staff, based on their learnings, makes and implements plans that address students' needs, more effective teaching, and more successful student learning.     5      
    4      
  The staff occasionally acts on their learning and makes and implements plans to improve teaching and learning. 3      
    2      
  The staff does not act on their learning. 1      
             
3e The staff debriefs and assesses the impact of their actions and make revisions. 5      
    4      
  The staff infrequently assesses their actions and seldom makes revisions based on the results. 3      
    2      
  The staff does not assess their work. 1      
             

 

Peers review and give feedback based on observing each other's classroom behaviors in order to increase individual and organizational capacity.
4a Staff regularly and frequently visit and observe each other's classroom teaching. 5      
    4      
  Staff occasionally visit and observe each other's teaching. 3      
    2      
  Staff never visit their peer's classrooms. 1      
             
4b Staff provide feedback to each other about teaching and learning based on their classroom observations. 5      
    4      
  Staff discuss non-teaching issues after classroom observations. 3      
    2      
  Staff do not interact after classroom observations. 1      
             

 

School conditions and capacities support the staff's arrangement as a professional learning organization.
5a Time is arranged and committed for whole staff interactions. 5      
    4      
  Time is arranged but frequently the staff fails to meet. 3      
    2      
  Staff cannot arrange time for interacting. 1      
             
5b The size, structure, and arrangements of the school facilitate staff proximity and interaction. 5      
    4      
  Considering the size, structure, and arrangements of the school, the staff are working to maximize their interaction. 3      
    2      
  The staff takes no action to manage the facility and personnel for interaction. 1      
             
5c A variety of processes and procedures are used to encourage staff communication. 5      
    4      
  A single communication method exists and is sometimes used to share information. 3      
    2      
  Communication devices are not given attention. 1      
             
5d Trust and openness characterize all the staff. 5      
    4      
  Some of the staff are trusting and open. 3      
    2      
  Trust and openness do not exist among the staff. 1      
             
5e Caring, collaborative, and productive relationships exist among all the staff. 5      
    4      
  Caring and collaboration are inconsistently demonstrated among the staff. 3      
    2      
  Staff are isolated and work alone at their task. 1      

  Thank-you for providing us with this important research data.

Hord, S. M., Meehan, M. L., Orletsky, B. S., & Sattes, B. (1999). Assessing a school staff as a community of professional learners. Issues About Change, 7(1). Austin, TX: Southwest Educational Development Laboratory.