ESE Model Staff Feedback Survey: Short 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.
There are systems to ensure teachers' lesson plans are
tailored to meet the specific needs of our students.
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3.
The principal/administrator reviews my (or team's) units of
instruction to ensure the lessons developed build upon
each other.
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4.
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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5.
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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6.
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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7.
The culture fostered in this school encourages teachers to
peer review lessons and provide feedback.
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8.
In this school, innovative teaching practices are only
adopted if they provide evidence that they improve
student learning.
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9.
The principal/administrator seeks student and staff input
on policy and procedures adopted in this school.
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10.
The principal/administrator can talk knowledgeably with
me about the unit I'm teaching.
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11.
There is time allocated for teachers to collaborate and
learn from each other.
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12.
The principal/administrator encourages school programs
that foster improved student behavior (e.g., peer
mediation).
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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 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.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Short Form
13.
The principal/administrator listens carefully to what students
have to say about their learning and implements changes
based on their feedback.
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14.
If the principal/administrator identifies a weakness in my
teaching practice, there are effective support systems in
place to help me improve.
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15.
The principal/administrator encourages teachers to
question existing practice and offer alternative solutions to
instructional issues.
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16.
My evaluator acknowledges effective practice in my
classroom and provides targeted, constructive feedback on
areas for improvement.
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17.
Teachers and the principal/administration work together to
ensure that instructional units are continuously improved to
support student learning.
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18.
The principal/administrator seeks staff feedback to inform his
or her own leadership capacity.
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19.
Based on our assessment data, the principal (leadership)
and teachers work together to set targets for student
learning.
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20.
The principal/administrator uses teacher feedback from
meetings to inform his or her future decisions.
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21.
The principal/administrator encourages staff to use culturally
diverse materials in their instruction.
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22.
Misunderstandings among the staff are used as an
opportunity to discuss, coach, and mentor staff.
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23.
Together, teachers and the principal (leadership team)
discuss exemplars of students' work to ensure it is of a high
standard.
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24.
The principal/administrator is skilled in clarifying teacher
concerns and offering solutions.
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25.
The principal/administrator builds trusting relationships with
staff.
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26.
My evaluator identifies trends (within a year or across years)
in my students' performance during the evaluation process.
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27.
The school leadership models effective data analysis for
staff.
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28
2014-2015 School Year
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.”
Neither Agree
nor Disagree
Moderately
Disagree
Strongly
Disagree
Not Applicable
Moderately
Agree
Strongly Agree
ESE Model Staff Feedback Survey: Short Form
28.
The principal/administrator promotes a culture that affirms
individual differences.
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29.
Based on assessment data, the principal/administrator
shares effective teaching strategies that have been used in
other grades/schools to improve instruction.
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30.
Induction procedures used in this school orient teachers to
the school's expectations for teaching and learning.
○
○
○
○
○
○
31.
The principal/administrator ensures that assessment data is
used to plan intervention strategies for students not making
effective progress.
○
○
○
○
○
○
32.
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.
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33.
Our school is a learning community in which ideas and
suggestions for improvement are encouraged.
○
○
○
○
○
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34.
When needed, the principal/administrator supports me in
developing skills to manage disruptive behavior in the
classroom.
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35.
The principal/administrator clearly communicates to
students and staff what he or she wants to see and why.
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OPTIONAL: If you have any additional feedback for your administrator, please share it here.
2014-2015 School Year
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.”
ESE Model Staff Feedback Survey: Short 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.
I.B
2.
I.A
3.
II.B
4.
IV.A
5.
IV.E
6.
I.A
7.
I.E
8.
II.A
9.
I.A
10.
Our leadership and educator teams work together to decide supports for students who
are not making effective progress.
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 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.
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.C
11.
There is time allocated for teachers to collaborate and learn from each other.
II.A
12.
IV.C
13.
II.B
14.
IV.A
15.
The principal/administrator encourages school programs that foster improved student
behavior (e.g., peer mediation).
The principal/administrator listens carefully to what students have to say about their
learning and implements changes based on their feedback.
If the principal/administrator identifies a weakness in my teaching practice, there are
effective support systems in place to help me improve.
The principal/administrator encourages teachers to question existing practice and offer
alternative solutions to instructional issues.
Page 1 of 2
© 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: Short Form ITEM KEY
Standard/ #
Indicator
Item
I.D
16.
I.A
17.
IV.D
18.
I.E
19.
IV.A
20.
IV.B
21.
IV.F
22.
I.B
23.
IV.F
24.
My evaluator acknowledges effective practice in my classroom and provides targeted,
constructive feedback on areas for improvement.
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.
The principal/administrator uses teacher feedback from meetings to inform his or her future
decisions.
The principal/administrator encourages staff to use culturally diverse materials in their
instruction.
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
25.
The principal/administrator builds trusting relationships with staff.
I.D
26.
I.E
27.
My evaluator identifies trends (within a year or across years) in my students' performance
during the evaluation process.
The school leadership models effective data analysis for staff.
IV.B
28.
The principal/administrator promotes a culture that affirms individual differences.
I.C
29.
II.B
30.
I.C
31.
I.B
32.
IV.D
33.
II.A
34.
IV.C
35.
Based on assessment data, the principal/administrator shares effective teaching strategies
that have been used in other grades/schools to improve instruction.
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.
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.
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.
Page 2 of 2
© 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.”