ESE Model Staff Feedback Survey: Standard Form
Name of administrator: __________________________________________________ Date: _______________________
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
1.
Our leadership and educator teams work together to
decide supports for students who are not making effective
progress.
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2.
The support I receive from the principal/administrator in
this school is sustained, enabling me to continuously
improve.
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○
3.
The principal/administrator suggests ways to keep students
engaged in challenging lessons.
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4.
Best practice is shared and celebrated in our school.
5.
When our school identifies focused, measurable school
goals, student learning improves.
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○
○
○
○
○
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6.
There are systems to ensure teachers' lesson plans are
tailored to meet the specific needs of our students.
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○
○
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○
7.
The principal/administrator reviews my (or team's) units of
instruction to ensure the lessons developed build upon
each other.
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○
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○
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8.
When I receive training, the principal/administrator checks
to ensure that the training made a difference and led to
the intended outcome(s).
○
○
○
○
○
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9.
The principal/administrator fosters an environment where
all staff members have high standards for student
achievement irrespective of their starting points or
circumstances.
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○
○
○
○
○
10.
Teachers and the principal/administrator work as a team
with a shared view of the school's teaching and learning
goals.
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○
○
○
○
11.
The principal/administrator models confidentiality in
communications with staff and parents to ensure
collaboration and respect.
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12.
This school invests in leadership development of the staff.
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2014-2015 School Year
Not
Applicable
Moderately
Agree
Strongly Agree
Directions: Read each statement and then choose one answer choice for each. The purpose of this survey is
to give the administrator named above feedback about his/her leadership. Data will be looked at in the
aggregate; your individual responses are anonymous.
Page 1 of 5
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Standard Form
13.
Our schedule allows for teacher teams to share best
practices.
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14.
The principal/administrator helps me to reflect on the
effectiveness of my teaching practice.
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15.
The culture fostered in this school encourages teachers to
peer review lessons and provide feedback.
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○
○
○
○
○
16.
The principal/administrator seeks student and staff input on
policy and procedures adopted in this school.
○
○
○
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○
○
17.
The principal/administrator can talk knowledgeably with me
about the unit I'm teaching.
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○
○
○
○
○
18.
Teachers are included in the hiring process for new staff.
19.
Our staff works collaboratively to disaggregate assessment
data in order to identify students (groups of students) who
are in need of support.
○
○
○
○
○
○
○
○
○
○
○
○
20.
There is time allocated for teachers to collaborate and learn
from each other.
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○
○
21.
The principal/administrator encourages school programs
that foster improved student behavior (e.g., peer
mediation).
○
○
○
○
○
○
22.
After observing my class, my principal/administrator points
out to me when I used effective teaching strategies and
when I didn't.
○
○
○
○
○
○
23.
There is an understanding in our school of what represents
good teaching and learning.
○
○
○
○
○
○
24.
The principal/administrator listens carefully to what students
have to say about their learning and implements changes
based on their feedback.
○
○
○
○
○
○
25.
I am comfortable in approaching the
principal/administrator for support when students are being
persistently disruptive.
○
○
○
○
○
○
26.
If the principal/administrator identifies a weakness in my
teaching practice, there are effective support systems in
place to help me improve.
○
○
○
○
○
○
27.
When the school focuses on an area of instructional
weakness, improvement in student learning is sustained over
the long term.
○
○
○
○
○
○
2014-2015 School Year
Page 2 of 5
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Standard Form
28.
The principal/administrator encourages teachers to
question existing practice and offer alternative solutions to
instructional issues.
○
○
○
○
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○
29.
The principal/administrator consistently uses a variety of
strategies to resolve conflicts in a constructive and
respectful manner.
○
○
○
○
○
○
30.
The principal/administrator ensures I understand what
instructional approaches are most effective with learners
with different needs.
○
○
○
○
○
○
31.
My evaluator acknowledges effective practice in my
classroom and provides targeted, constructive feedback on
areas for improvement.
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32.
The principal/administrator utilizes community resources to
support our school.
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○
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33.
Teachers and the principal/administration work together to
ensure that instructional units are continuously improved to
support student learning.
○
○
○
○
○
○
34.
The principal/administrator seeks staff feedback to inform his
or her own leadership capacity.
○
○
○
○
○
○
35.
Based on our assessment data, the principal (leadership)
and teachers work together to set targets for student
learning.
○
○
○
○
○
○
36.
I receive very detailed feedback on my strengths and
weaknesses through the evaluation process.
○
○
○
○
○
○
37.
The principal/administrator uses teacher feedback from
meetings to inform his or her future decisions.
○
○
○
○
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38.
The principal/administrator's role in the cycle of observation,
reflection, and evaluation helps me improve my practice.
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39.
The principal/administrator encourages staff to use culturally
diverse materials in their instruction.
○
○
○
○
○
○
40.
The principal/administrator of our school works with
educators to ensure all students (ELL, SPED etc.) are able to
access knowledge.
○
○
○
○
○
○
41.
Misunderstandings among the staff are used as an
opportunity to discuss, coach, and mentor staff.
○
○
○
○
○
○
42.
Together, teachers and the principal (leadership team)
discuss exemplars of students' work to ensure it is of a high
standard.
○
○
○
○
○
○
43.
The principal/administrator is skilled in clarifying teacher
concerns and offering solutions.
○
○
○
○
○
○
2014-2015 School Year
Page 3 of 5
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Standard Form
44.
The principal/administrator builds trusting relationships with
staff.
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○
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○
45.
Teams of teachers meet to discuss assessment data and,
based on the data, make adjustments to instruction.
○
○
○
○
○
○
46.
My evaluator identifies trends (within a year or across years)
in my students' performance during the evaluation process.
○
○
○
○
○
○
47.
In this school, there is a shared sense of responsibility for
improvement.
○
○
○
○
○
○
48.
The principal/administrator will adjust his or her master
schedule to optimize teachers' classroom time.
○
○
○
○
○
○
49.
The school leadership models effective data analysis for
staff.
○
○
○
○
○
○
50.
The principal/administrator promotes a culture that affirms
individual differences.
○
○
○
○
○
○
51.
The principal/administrator identifies models for exemplary
lessons for teachers to use.
○
○
○
○
○
○
52.
The school has systems (e.g., entry and dismissal routines,
meals, class, transition) in place to ensure that the school
runs in an orderly and efficient manner.
○
○
○
○
○
○
53.
Based on assessment data, the principal/administrator
shares effective teaching strategies that have been used in
other grades/schools to improve instruction.
○
○
○
○
○
○
54.
The principal/administrator ensures that student behavior
outside of the classroom is under control, enabling me to
focus on my teaching.
○
○
○
○
○
○
55.
The principal/administrator supports a culture that promotes
a collective, professional learning community.
○
○
○
○
○
○
56.
Induction procedures used in this school orient teachers to
the school's expectations for teaching and learning.
○
○
○
○
○
○
57.
The principal/administrator ensures that assessment data is
used to plan intervention strategies for students not making
effective progress.
○
○
○
○
○
○
58.
In this school, across grade-level teams of teachers meet to
discuss assessment data in order to build cohesive
instruction.
○
○
○
○
○
○
59.
During observational feedback, the principal/administrator
is able to clearly explain to me more effective teaching
strategies that I could use to improve my students' learning.
○
○
○
○
○
○
2014-2015 School Year
Page 4 of 5
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Standard Form
60.
Our school is a learning community in which ideas and
suggestions for improvement are encouraged.
○
○
○
○
○
○
61.
The principal/administrator demonstrates cultural sensitivity
when communicating with students, parents and staff.
○
○
○
○
○
○
62.
When needed, the principal/administrator supports me in
developing skills to manage disruptive behavior in the
classroom.
○
○
○
○
○
○
63.
The principal/administrator clearly communicates to
students and staff what he or she wants to see and why.
○
○
○
○
○
○
64.
The principal/administrator ensures that I use assessment
information to plan work to meet the diverse needs of my
class.
○
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○
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OPTIONAL: If you have any additional feedback for your administrator, please share it here.
2014-2015 School Year
Page 5 of 5
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
ESE Model Staff Feedback Survey: Standard Form ITEM KEY
This item key is not intended for distribution to survey participants. The following table provides a crosswalk
between survey items and the Standards and Indicators of Effective Administrative Leadership addressed
throughout the survey. You may sort the items by Standard/Indicator by selecting the table and finding the Sort
function in the Table Layout tab.
Standard I: Instructional
Leadership
Standard II: Management and
Operations
Standard IV: Professional Culture
I.A: Curriculum
I.B: Instruction
I.C: Assessment
I.D: Evaluation
I.E: Data-Informed DecisionMaking
II.A: Environment
II.B: Human Resources Management
and Development
II.C: Scheduling and Management
Information Systems
IV.A: Commitment to High
Standards
IV.B: Cultural Proficiency
IV.C: Communications
IV.D: Continuous Learning
IV.E: Shared Vision
IV.F: Managing Conflict
Standard/ #
Indicator
Item
I.C
1.
II.B
2.
I.A
3.
I.D
4.
Our leadership and educator teams work together to decide supports for students who
are not making effective progress.
The support I receive from the principal/administrator in this school is sustained, enabling
me to continuously improve.
The principal/administrator suggests ways to keep students engaged in challenging
lessons.
Best practice is shared and celebrated in our school.
I.E
5.
When our school identifies focused, measurable school goals, student learning improves.
I.B
6.
I.A
7.
II.B
8.
IV.A
9.
IV.E
10.
IV.C
11.
II.B
12.
The principal/administrator reviews teachers' lesson plans to ensure that they are tailored
to meet the specific needs of our students.
The principal/administrator reviews my (or team's) units of instruction to ensure the lessons
developed build upon each other.
When I receive training, the principal/administrator checks to ensure that the training
made a difference and led to the intended outcome(s).
The principal/administrator fosters an environment where all staff members have high
standards for student achievement irrespective of their starting points or circumstances.
Teachers and the principal/administrator work as a team with a shared view of the
school's teaching and learning goals.
The principal/administrator models confidentiality in communications with staff and
parents to ensure collaboration and respect.
This school invests in leadership development of the staff.
II.C
13.
Our schedule allows for teacher teams to share best practices.
IV.D
14.
I.A
15.
I.E
16.
The principal/administrator helps me to reflect on the effectiveness of my teaching
practice.
The culture fostered in this school encourages teachers to peer review lessons and provide
feedback.
In this school, innovative teaching practices are only adopted if they provide evidence
that they improve student learning.
Page 1 of 3
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
ESE Model Staff Feedback Survey: Standard Form ITEM KEY
Standard/ #
Indicator
Item
II.A
17.
I.A
18.
The principal/administrator seeks student and staff input on policy and procedures
adopted in this school.
The principal/administrator can talk knowledgeably with me about the unit I'm teaching.
II.B
19.
Teachers are included in the hiring process for new staff.
I.E
20.
II.C
21.
Our staff works collaboratively to disaggregate assessment data in order to identify
students (groups of students) who are in need of support.
There is time allocated for teachers to collaborate and learn from each other.
II.A
22.
I.B
23.
I.D
24.
IV.C
25.
II.A
26.
II.B
27.
I.E
28.
IV.A
29.
IV.F
30.
I.B
31.
I.D
32.
IV.E
33.
I.A
34.
IV.D
35.
I.E
36.
I.D
37.
IV.A
38.
I.D
39.
IV.B
40.
I.B
41.
The principal/administrator encourages school programs that foster improved student
behavior (e.g., peer mediation).
After observing my class, my principal/administrator points out to me when I used effective
teaching strategies and when I didn't.
There is an understanding in our school of what represents good teaching and learning.
The principal/administrator listens carefully to what students have to say about their
learning and implements changes based on their feedback.
I am comfortable in approaching the principal/administrator for support when students
are being persistently disruptive.
If the principal/administrator identifies a weakness in my teaching practice, there are
effective support systems in place to help me improve.
When the school focuses on an area of instructional weakness, improvement in student
learning is sustained over the long term.
The principal/administrator encourages teachers to question existing practice and offer
alternative solutions to instructional issues.
The principal/administrator consistently uses a variety of strategies to resolve conflicts in a
constructive and respectful manner.
The principal/administrator ensures I understand what instructional approaches are most
effective with learners with different needs.
My evaluator acknowledges effective practice in my classroom and provides targeted,
constructive feedback on areas for improvement.
The principal/administrator engages community resources and local businesses to support
our school.
Teachers and the principal/administration work together to ensure that instructional units
are continuously improved to support student learning.
The principal/administrator seeks staff feedback to inform his or her own leadership
capacity.
Based on our assessment data, the principal (leadership) and teachers work together to
set targets for student learning.
I receive very detailed feedback on my strengths and weaknesses through the evaluation
process.
The principal/administrator uses teacher feedback from meetings to inform his or her future
decisions.
The principal/administrator's role in the cycle of observation, reflection, and evaluation
helps me improve my practice.
The principal/administrator encourages staff to use culturally diverse materials in their
instruction.
The principal/administrator of our school works with educators to ensure all students (ELL,
SPED etc.) are able to access knowledge.
Page 2 of 3
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”
ESE Model Staff Feedback Survey: Standard Form ITEM KEY
Standard/ #
Indicator
Item
IV.F
42.
I.B
43.
IV.F
44.
Misunderstandings among the staff are used as an opportunity to discuss, coach, and
mentor staff.
Together, teachers and the principal (leadership team) discuss exemplars of students' work
to ensure it is of a high standard.
The principal/administrator is skilled in clarifying teacher concerns and offering solutions.
IV.C
45.
The principal/administrator builds trusting relationships with staff.
I.C
46.
I.D
47.
IV.E
48.
Teams of teachers meet to discuss assessment data and, based on the data, make
adjustments to instruction.
My evaluator identifies trends (within a year or across years) in my students' performance
during the evaluation process.
In this school, there is a shared sense of responsibility for improvement.
II.C
49.
I.E
50.
The principal/administrator will adjust his or her master schedule to optimize teachers'
classroom time.
The school leadership models effective data analysis for staff.
IV.B
51.
The principal/administrator promotes a culture that affirms individual differences.
I.A
52.
The principal/administrator identifies models for exemplary lessons for teachers to use.
II.A
53.
I.C
54.
II.A
55.
IV.A
56.
II.B
57.
I.C
58.
I.C
59.
I.B
60.
IV.D
61.
IV.B
62.
II.A
63.
IV.C
64.
I.C
65.
The school has systems (e.g., entry and dismissal routines, meals, class, transition) in place
to ensure that the school runs in an orderly and efficient manner.
Based on assessment data, the principal/administrator shares effective teaching strategies
that have been used in other grades/schools to improve instruction.
The principal/administrator ensures that student behavior outside of the classroom is under
control, enabling me to focus on my teaching.
The principal/administrator supports a culture that promotes a collective, professional
learning community.
Induction procedures used in this school orient teachers to the school's expectations for
teaching and learning.
The principal/administrator ensures that assessment data is used to plan intervention
strategies for students not making effective progress.
In this school, across grade-level teams of teachers meet to discuss assessment data in
order to build cohesive instruction.
During observational feedback, the principal/administrator is able to clearly explain to me
more effective teaching strategies that I could use to improve my students' learning.
Our school is a learning community in which ideas and suggestions for improvement are
encouraged.
The principal/administrator demonstrates cultural sensitivity when communicating with
students, parents and staff.
When needed, the principal/administrator supports me in developing skills to manage
disruptive behavior in the classroom.
The principal/administrator clearly communicates to students and staff what he or she
wants to see and why.
The principal/administrator ensures that I use assessment information to plan work to meet
the diverse needs of my class.
Page 3 of 3
© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”