The graphs below summarize how the perceptions and practices of your school staff have changed over time. The staff responding to the survey may have changed from year to year.
Staff members’ perception that school leaders respect and support them, and that staff trust school administrators. High levels indicate that staff members trust school administrators and feel that school leaders care about their professional development and personal welfare.
Items asked of all staff other than school leaders.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that school leaders foster an environment centered on strong relationships among students, between students and staff members, and among staff members. High levels indicate that staff perceive an emphasis on strong relationships in the school.
Items asked of all staff other than school leaders.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ assessment of the strength of their shared commitment to improve the school so that all students learn. High levels indicate that staff perceive their colleagues to maintain high student behavioral expectations, and feel responsible for student learning, for improving the school, and for supporting each other.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = None; 2 = Some; 3 = About half; 4 = Most; 5 = Nearly all.
Staff members’ perception of the degree to which school staff support each other. High levels indicate that staff trust each other, feel a sense of belonging at the school, and feel supported by their colleagues to try new ideas.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that school staff expect all students to strive for high levels of academic performance. High levels indicate that staff perceive their colleagues as setting high academic expectations, challenging students to work hard, and encouraging students to persist.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that the school provides students with personalized support. High levels indicate that staff report that the school adjusts instruction and provides extra assistance to meet the individual needs of students.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that the school has clear and consistent behavioral expectations for students, and supports students in meeting those expectations. High levels indicate that staff members perceive the school to have clear expectations for student behavior, consistently uphold these expectations, and to recognize students when they succeed and help them develop self-control.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that students have opportunities to provide feedback and shape the school’s culture. High levels indicate that staff perceive students to have opportunities to influence decisions about the school community, share their opinions about how the school is doing, and have a voice in shaping school culture.
Items asked of all staff other than school leaders.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ perception that school staff foster positive relationships with all students. High levels indicate that staff members perceive they are caring and respectful toward students, talk to students about the future, and check in with students about their lives outside of school.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Strongly disagree; 2 = Disagree; 3 = Disagree a little; 4 = Neither agree nor disagree; 5 = Agree a little; 6 = Agree; 7 = Strongly agree.
Staff members’ self-perception that they are capable of helping students to develop a growth mindset. High levels indicate that staff report they are efficacious at helping students learn, value learning, and believe in their ability to learn and grow, and can motivate disinterested students.
Items asked of teachers and aides only.
Responses to items in this construct fall on the following scale: 1 = Nothing; 2 = Very little; 3 = Moderate amount; 4 = Quite a bit; 5 = A great deal.
Staff members’ self-perception that they are capable of maintaining clear and consistent expectations for all students and supporting students in meeting those expectations. High levels indicate that staff feel they are efficacious at supporting all students in meeting the school’s academic and behavioral expectations.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Nothing; 2 = Very little; 3 = Moderate amount; 4 = Quite a bit; 5 = A great deal.
Frequency with which teachers and aides report that their students’ written assignments ask them to demonstrate analytic and higher order thinking skills. High levels indicate that teachers and aides report that students use evidence to support their ideas, explain their reasoning, consider multiple perspectives, and demonstrate original thoughts, ideas, or analysis.
Items asked of teachers and aides only.
Responses to items in this construct fall on the following scale: 1 = Never; 2 = Infrequently; 3 = Sometimes; 4 = Fairly often; 5 = Very frequently.
Frequency with which staff report helping students prepare for postsecondary transitions. High levels indicate that teachers report talking to students about choosing colleges and about their career interests, helping them develop a career plan, talking with them about 4-year college entrance requirements, and helping them with other elements of applying for college.
Items asked of all staff.
Responses to items in this construct fall on the following scale: 1 = Never; 2 = Infrequently; 3 = Sometimes; 4 = Fairly often; 5 = Very frequently.