MA: VISTA-T
(Views of Instruction, State Standards, Teaching, and Assessment)
January 16, 2016
Thank you for taking this survey. The purpose of this survey is to learn more about your
experiences with several educational reforms currently underway in Massachusetts. ESE would
like your feedback on your district and the state’s programs to support reform efforts related to
the implementation of the Massachusetts Curriculum Frameworks, teacher professional growth
and development, and personalized and digital learning tools. The survey is divided into five
main modules:
A: State Curriculum Frameworks
B: Educator Growth and Development
C: Role of Evaluation in Supporting Educator Growth and Development D: Personalized
Learning Tools
E: Digital Learning Tools
In order to reduce the burden on teachers’ time, all teachers will answer some core questions
from each module plus a selection of questions from each topic. The survey should take
approximately 25 to 35 minutes to complete.
If you are unsure about a question, please respond in a manner that most closely reflects your
experiences.
NOTE: To protect confidentiality, no individual survey response will be reported. They will be combined
together with responses from other teachers in the same school and reported only if a sufficient number of
teachers respond to the question to ensure confidentiality.
Prepared by Mathematica Policy Research
DEMOGRAPHICS (REQUIRED TO ANSWER)
The first two questions ask for the grade you teach and what subject you teach. These questions will be
used to direct you to the appropriate sections of the survey so that you are asked only the questions that are
relevant to you.
F1.
This school year (2015-16), what grade(s) do you teach?
PLEASE SELECT ALL THAT APPLY
0
1
2
3
4
5
6
7
F2.
□
□
□
□
□
□
□
□
Kindergarten
8
grade 1
9
grade 2
10
grade 3
11
grade 4
12
grade 5
13
aged 18 – 22
grade 6
grade 7
□ grade 8
□ grade 9
□ grade 10
□ grade 11
□ grade 12
□ grade 13 (special education students
14
□ ungraded
This school year (2015-16), what subject(s) do you teach?
1
2
3
4
5
6
7
8
9
10
11
12
□
□
□
□
□
□
□
□
□
□
□
□
English/Language arts/reading/writing
Mathematics
Social Studies
Science, Technology and/or Engineering
World language(s)
Visual or performing arts (art, music, dance, theater)
Health/physical education
Career/technical education
Special Education
English Language Development
Specialized Instructional Support Personnel (SISP)
Other (specify) _____________________________________________
Prepared by Mathematica Policy Research
F3.
F4.
This school year (2015-16), are you the teacher of record for students in any of the following subjects?
Yes
No
a. English/Language Arts/Reading/Writing
□
□
b. Mathematics
□
□
Including the current school year (2015-16), how long have you worked as a teacher?
Please do not include student teaching.
Years
Months
a. Total amount of time teaching
|
|
|
|
|
|
b. Total amount of time teaching in current school
|
|
|
|
|
|
c. Total amount of time teaching in current district
|
|
|
|
|
|
d. Total amount of time teaching in Massachusetts
|
|
|
|
|
|
Prepared by Mathematica Policy Research
A. STATE CURRICULUM FRAMEWORKS
This module asks for your views of your instruction, alignment of and support received for the implementation of
the Massachusetts curriculum frameworks (English Language Arts, Mathematics or Science and
Technology/Engineering) in your classroom. You will only answer questions related to one subject area. If, for
example, you are a middle school teacher and teach both English Language Arts and Mathematics, you will only
answer questions related to one of these subjects. For teachers who do not teach these three subjects, you will
be asked to respond to the English Language Arts Curriculum Framework questions.
A1.1
Please indicate your level of agreement with the following statements about the Massachusetts
English Language Arts (ELA) Curriculum Framework.
DON’T
KNOW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. The English Language Arts Curriculum
Framework sets appropriate
expectations for student learning at each
grade level.
□
□
□
□
□
b. The ELA Curriculum Framework
positively affects the degree to which
students are prepared for college and
career.
□
□
□
□
□
c. The ELA Curriculum Framework makes
learning relevant to students' everyday
lives.
□
□
□
□
□
d. I have made instructional shifts over the
last year to ensure students meet the
expectations of the state’s current ELA
Curriculum Framework.
□
□
□
□
□
e. ELA state assessments provide useful
information about how well my students
are mastering the state standards.
□
□
□
□
□
□
□
□
□
□
f.
Students’ results from ELA state
assessments are useful for improving
my practice.
Prepared by Mathematica Policy Research
1
A1.2. Please answer each of the three questions on the following supports you receive for the
ENGLISH LANGUAGE ARTS (ELA) Curriculum Framework. a) Which of the following
supports for implementing the ELA Curriculum Framework have you had? b) How
helpful were these supports? c) Do you need more support?
SELECT ONE RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
SELECT ONE
RESPONSE PER
ROW
Implementation
Have you used this
support?
Implementation
How helpful was the support?
Do you need more of
this type of support?
Yes
No
Not
Helpful
Somewhat
Helpful
Helpful
Very
Helpful
Yes
No
a. Textbooks aligned to
the state standards
□
□
□
□
□
□
□
□
b. Curriculum resources
aligned to the state
standards
□
□
□
□
□
□
□
□
c. Formative or diagnostic
assessments aligned to
the state standards
□
□
□
□
□
□
□
□
d. Digital tools (on-line
textbooks, webinars,
videos, on-line
communities,
applications, etc.)
□
□
□
□
□
□
□
□
e. Information about how
the state standards
change what is
expected of students
□
□
□
□
□
□
□
□
f. Information about how
the state standards
change what is
expected of my
instructional practice
□
□
□
□
□
□
□
□
g. Professional
development on the
state standards
□
□
□
□
□
□
□
□
h. Other (specify):
□
□
□
□
□
□
□
□
__________________
Prepared by Mathematica Policy Research
2
A1.2d Please indicate your opinion on the degree to which the following are aligned to the ELA Curriculum
Framework.
a. State-mandated assessment used by
your district
b. District-mandated summative
assessments
c. School-created summative assessments
d. Teacher-created summative
assessments
e. Formative or diagnostic assessments
used district-wide
f. English/Language Arts textbooks used in
your school
g. English/Language Arts curriculum
selected or developed by your district
h. State-developed or organized
professional development activities that
I’ve participated in this year
i. District-developed or organized
professional development activities that
I’ve participated in this year
j. Administrator feedback provided to you
from classroom observations (i.e., walkthroughs, formal observations etc.)
Prepared by Mathematica Policy Research
Not at all
aligned
Somewhat
aligned
Aligned
Strongly
Aligned
Not
Applicable
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
3
A1.3
During the 2015-2016 school year, how often do you engage in the following practices in the class(es)
you teach?
Often
Never or
Hardly Ever
Sometimes
(1-3 times
per month)
(1-3 times
per week)
Daily or
almost daily
a. Build content knowledge through
content-rich non-fiction
□
□
□
□
b. Provide instruction in academic
vocabulary to support students’
understanding of complex text
□
□
□
□
c. Provide structured opportunities for
students to have conversations and
develop arguments based on the texts
they’ve read
□
□
□
□
d. Provide opportunities for students to
engage with complex grade-level text
□
□
□
□
e. Have students cite textual evidence to
support their inferences about both
literary and informational texts
□
□
□
□
f. Have students analyze the structure of
texts, including how specific
sentences, paragraphs and larger
portions of text relate to each other and
the whole text
g. Have students strengthen their writing
by planning, revising, editing, rewriting,
or trying a new approach
h. Have students adapt their language to
a variety of contexts and
communicative tasks
□
□
□
□
□
□
□
□
□
□
i. Use the model curriculum units
developed by the state
□
□
□
□
Prepared by Mathematica Policy Research
4
□
□
A2.1
Please indicate your level of agreement with the following statements about the Massachusetts
Mathematics Curriculum Framework.
DON’T
KNOW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. The Mathematics Curriculum
Framework sets appropriate
expectations for student learning at
each grade level.
□
□
□
□
□
b. The Mathematics Curriculum
Framework positively affects the
degree to which students are prepared
for college and career.
□
□
□
□
□
c. The Mathematics Curriculum
Framework makes learning more
relevant to students' everyday lives.
□
□
□
□
□
d. I have made instructional shifts over
the last year to ensure students meet
the expectations of the state’s current
Mathematics Curriculum Framework.
□
□
□
□
□
e. Mathematics state assessments
provide useful information about how
well my students are mastering the
state’s standards.
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
f.
Students’ results from Mathematics
state assessments are useful for
improving my practice.
g. The implementation of the Standards
for Mathematical Practice enables
students to have a deeper
understanding of mathematical
concepts.
Prepared by Mathematica Policy Research
5
A2.2
Please answer each of the three questions on the following supports you receive for the
MATHEMATICS Curriculum Framework. a) Which of the following supports for implementing the
Mathematics Curriculum Framework have you had? b) How helpful were these supports? c) Do you
need more support?
SELECT ONE RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
Implementation
Have you used this
support?
Implementation
How helpful was the support?
SELECT ONE
RESPONSE PER
ROW
Do you need
more of this type
of support?
Yes
No
Not
Helpful
Somewha
t Helpful
Helpful
Very
Helpful
Yes
No
a. Textbooks aligned to the state
standards
□
□
□
□
□
□
□
□
b. Curriculum resources aligned
to the state standards
□
□
□
□
□
□
□
□
c. Formative or diagnostic
assessments aligned to the
state standards
□
□
□
□
□
□
□
□
d. Digital tools (on-line
textbooks, videos, webinars,
on-line communities,
applications, etc.)
□
□
□
□
□
□
□
□
e. Information about how the
state standards change what
is expected of students
□
□
□
□
□
□
□
□
f. Information about how the
state standards change what
is expected of my instructional
practice
□
□
□
□
□
□
□
□
g. Professional development on
the state standards
□
□
□
□
□
□
□
□
h. Training on how to integrate
the Standards of
Mathematical Practice into my
lessons
□
□
□
□
□
□
□
□
i. Other (specify):
□
□
□
□
□
□
□
□
__________________
Prepared by Mathematica Policy Research
6
A2.2d Please indicate your opinion on the degree to which the following are aligned to the Mathematics
Curriculum Framework.
Not at All
Aligned
Somewhat
Aligned
Aligned
Strongly
Aligned
Not
Applicable
□
□
□
□
□
□
□
□
□
□
c. School-created summative assessments
□
□
□
□
□
d. Teacher-created summative assessments
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
a. State-mandated assessment used by your
district
b. District-mandated summative
assessments
e. Formative or diagnostic assessments
used district-wide
f. Mathematics textbooks used in your
school
g. Mathematics curriculum selected or
developed by your district
h. State-developed or organized professional
development activities that I’ve
participated in this year
i. District-developed or organized
professional development activities that
I’ve participated in this year
j. Administrator feedback provided to you
from classroom observations (i.e. walkthroughs, formal observations etc.)
Prepared by Mathematica Policy Research
7
A2.3
During the 2015-2016 school year, how often do you engage in the following practices in the class(es)
you teach?
Often
Never or
Hardly
Ever
Sometimes
(1-3 times
per month)
(1-3 times
per week)
Daily or
almost
daily
a. Build students’ mathematical content knowledge by
closely connecting it to their learning from the
previous grade
□
□
□
□
b. Build students’ mathematical content knowledge by
covering concepts in more depth when compared to
the previous standards
□
□
□
□
c. Build students’ use of mathematical language when
presenting their ideas
□
□
□
□
d. Connect students’ mathematical content knowledge
across mathematical topics
□
□
□
□
e. Provide opportunities for students to apply
mathematics to every-day problems
□
□
□
□
f. Provide a balanced curriculum that includes all of the
following: conceptual understanding, procedural
skills and fluency, and application of mathematical
skills
□
□
□
□
g. Integrate the Standards for Mathematical Practice
into my curriculum and lesson planning
□
□
□
□
h. Use hands-on activities that foster student
participation in the Standards of Mathematical
Practice
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
i. Provide structured opportunities for students to
develop arguments and have conversations to
support their mathematical reasoning
j. Assess students in their mathematical practices skills
(as opposed to content skills)
k. Use model curriculum units developed by the state
Prepared by Mathematica Policy Research
8
A3.1.
Please indicate your level of agreement with the following statements about the Massachusetts Revised
Science and Technology/Engineering (STE revised) Curriculum Framework.
DON’T
KNOW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. I am knowledgeable about the MA
Draft Revised Science and
Technology/Engineering (STE)
Standards posted by ESE in 2013.
□
□
□
□
□
b. The Revised Science and
Technology/Engineering Curriculum
Framework sets appropriate
expectations for student learning at
each grade level.
□
□
□
□
□
c. The Revised Science and
Technology/Engineering Curriculum
Framework positively affects the
degree to which students are
prepared for college and career.
□
□
□
□
□
d. The Revised Science and
Technology/Engineering Curriculum
Framework makes learning more
relevant to students' everyday lives.
□
□
□
□
□
e. I have made instructional shifts over
the last year in anticipation of the
new STE Curriculum Framework.
□
□
□
□
□
f.
STE state assessments provide
useful information about how well
my students are mastering the
state’s standards.
□
□
□
□
□
g
Students’ results from STE state
assessments are useful for
improving my practice.
□
□
□
□
□
Prepared by Mathematica Policy Research
9
A3.2.
Please answer each of the three questions on the following supports you receive for the REVISED
SCIENCE and TECNOLOGY/ENGINEERING Curriculum Framework. a) Which of the following supports
for implementing the Revised Science and Technology/Engineering Curriculum Framework have you
had? b) How helpful were these supports? c) Do you need more support?
SELECT ONE
RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
SELECT ONE
RESPONSE PER
ROW
Implementation
How helpful was the support?
Do you need more of
this type of support?
Implementation
Have you used
this support?
Yes
No
Not
Helpful
Somewhat
Helpful
Helpful
Very
Helpful
Yes
No
a. Textbooks aligned to the state
standards
□
□
□
□
□
□
□
□
b. Curriculum resources aligned to the
state standards
□
□
□
□
□
□
□
□
c. Formative or diagnostic
assessments aligned to the state
standards
□
□
□
□
□
□
□
□
d. Digital tools (on-line textbooks,
videos, webinars, on-line
communities, applications, etc.)
□
□
□
□
□
□
□
□
e. Information about how the state
standards change what is expected
of students
□
□
□
□
□
□
□
□
f. Information about how the state
standards change what is expected
of your instructional practice
□
□
□
□
□
□
□
□
g. Professional development on the
state standards
□
□
□
□
□
□
□
□
h. Other (specify):
□
□
□
□
□
□
□
□
__________________
Prepared by Mathematica Policy Research
10
A3.2d Please indicate your opinion on the degree to which the following are aligned to the Science and
Technology/Engineering (revised) Curriculum Framework.
Not at all
aligned
Somewhat
aligned
Aligned
Strongly
Aligned
Not
Applicable
□
□
□
□
□
□
□
□
□
□
c. School-created summative assessments
□
□
□
□
□
d. Teacher-created summative assessments
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
a. State-mandated assessment used by your
district
b. District-mandated summative
assessments
e. Formative or diagnostic assessments
used district-wide
f. Science textbooks used in your school
g. Science curriculum selected or developed
by your district
h. State-developed or organized professional
development activities that I’ve
participated in this year
i. District-developed or organized
professional development activities that
I’ve participated in this year
j. Administrator feedback provided to you
from classroom observations (i.e., walkthroughs, formal observations etc.)
Prepared by Mathematica Policy Research
11
A4.
With regard to student assessments results you receive from your school/district, please indicate your
level of agreement with the following statements
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. Test results from school-wide or grade-level
assessments provide useful information about
how well my students are mastering the state
standards.
□
□
□
□
b. Test results from district-wide assessments
provide useful information about how well my
students are mastering the state standards.
□
□
□
□
c. Test results from school-wide or grade level
assessments are useful in improving my practice.
□
□
□
□
d. Test results from district-wide assessments are
useful in improving my practice.
□
□
□
□
A5.
Indicate your level of agreement with the following statements about your assessment literacy.
To what extent do you…
a. understand how to develop common assessments.
b. analyze data (on your own) from common assessments to
improve your instruction.
c. analyze data (on your own) from common assessments to help
individualize student learning.
Prepared by Mathematica Policy Research
12
Not at
All
Small
Extent
Moderate
Extent
Large
Extent
□
□
□
□
□
□
□
□
□
□
□
□
A6.
The following questions are designed to measure the extent to which educators offer opportunities for
students to cultivate and exhibit creativity and innovation in their learning. Please indicate the extent that
these aspects of student learning environments are embedded within your classroom.
Not at
All
Small
Extent
Moderate
Extent
Large
Extent
□
□
□
□
□
□
□
□
e. I use activities that enable students to apply what they have
learned in other subjects to their learning in my class.
□
□
□
□
d. Students debate to make sense of the content (whole class and/or
group-based).
□
□
□
□
e. I work with students to accept that it is okay when a project/task
goes differently from what was expected or even fails.
□
□
□
□
□
□
□
□
g. I give students opportunities to express their understanding
beyond traditional means (e.g., by building models, performing
skits, creating simulations).
□
□
□
□
h. I help students understand the relevance of what they are learning
in my class.
□
□
□
□
a. I use open-ended problems/tasks that allow students to think of
multiple possible solutions/products.
d. With minimal assistance from me, students work together to apply
what they know to solve challenging problems or tasks.
f. Students do all of the following: undertake a long-term project(s)
(more than one week in length) of their choosing in which they are
expected to create something original (e.g., creative written piece;
product that could be used to solve a problem).
Prepared by Mathematica Policy Research
13
B: EDUCATOR GROWTH AND DEVELOPMENT
The Educator Growth and Development section of the survey is divided into two parts. The first part of this
section (Module B) asks for your views on opportunities for teacher growth and development used in your
school/district. The second part of the section (Module C) asks for your views on the role of evaluation in
supporting teacher growth and development during the 2015-2016 school year (including summer 2015).
B1.1.
Please indicate the degree to which you agree with the following statements about collaboration in
your school. (Collaboration includes all structured or planned activities when you meet with colleagues to
discuss curriculum, instruction, assessments, students and/or any other aspect of your job.)
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. My administration provides adequate guidance
(e.g., expectations, protocols, etc.) to support
peer collaboration.
□
□
□
□
b. My administration provides adequate training to
support peer collaboration.
□
□
□
□
c. My administration provides materials, tools, or
equipment that helps teachers work together
more effectively.
□
□
□
□
d. Collaborating with other teachers in my school is
a productive use of my time.
□
□
□
□
e. Teachers participate in professional learning
communities in my school.
□
□
□
□
f. Peer collaboration is embedded into the school
schedule on a regular basis.
□
□
□
□
B1.2.
Which of the following sentences best describes the impact of your collaboration with other
teachers? As a result of my collaboration with other teachers….
SELECT ONLY ONE
1
2
3
4
□
□
□
□
I did not change my instructional practice.
I made some changes to improve my instructional practice.
I made major changes to improve my instructional practice.
I did not collaborate with other teachers.
Prepared by Mathematica Policy Research
14
B2.1
We are interested in learning about all feedback you receive about your instruction, including informal
feedback and feedback received as part of the evaluation process. During the 2015-16 school year
(including summer 2015), who has provided you with feedback related to your instruction?
SELECT ALL THAT APPLY
1
2
3
4
5
6
7
8
B2.2
□
□
□
□
□
□
□
□
Colleague/Peer
Mentor
Coach
Administrator
Students
Parents/Families
External Experts
Other; please specify_____________________________
How would you characterize the frequency and impact of the feedback provided on strengthening
your instructional practice?
Frequency of Feedback
Impact of Feedback
Little
Feedback
Provided
Occasional
Feedback
Provided
Regular
Feedback
Provided
No
Impact
Limited
Impact
Moderate
Impact
Strong
Impact
a. Colleague/Peer
□
b. Mentor
□
□
□
□
□
□
□
□
□
□
□
□
□
c. Coach
□
□
□
□
□
□
□
d. Administrator
□
□
□
□
□
□
□
e. Students
□
□
□
□
□
□
□
f. Parents/Families
□
□
□
□
□
□
□
g. External Experts
□
□
□
□
□
□
□
h. Other
□
□
□
□
□
□
□
From:
____________
Prepared by Mathematica Policy Research
15
B2.3
To what extent do you receive ongoing support from coaches, peer-based professional learning
communities or administrators following professional development (PD) activities in your school? Does
this support help you to effectively implement what you have learned from the PD in your classroom?
Ongoing Support
Effectively Implement
Not at
All
Small
Extent
Moderate
Extent
Large
Extent
Not Helpful
Helpful
Very
Helpful
a. Coaching support and
feedback focused on
implementation of PD
content
□
□
□
□
□
□
□
b. Peer-based professional
learning communities
focused on
implementation of PD
content
□
□
□
□
□
□
□
c.
□
□
□
□
□
□
□
Administrator support and
feedback focused on
implementation of PD
content
Prepared by Mathematica Policy Research
16
B3.
During the 2015-16 school year (including summer 2015), which of the following types of professional
development activities have been available to you, and, if available, what impact have they had on
strengthening your instructional practice?
SELECT ONE RESPONSE
PER ROW
SELECT ONE RESPONSE
PER ROW
Impact on Strengthening Your Practice
Availability
Not
Available
Available But
Did Not
Participate
Participated
No
Impact
a. Workshops, seminars,
courses, institutes or
conferences
organized by my
school or district.
□
□
□
□
□
□
□
b. Online professional
development
resources (such as
webinars, videos,
online articles, online
courses, etc.) offered
by or through my
district.
□
□
□
□
□
□
□
c.
□
□
□
□
□
□
□
d. Graduate courses in
education and/or my
subject area.
□
□
□
□
□
□
□
e. Teacher-led
professional
development
opportunities (such as
workshops, webinars,
seminars, etc.).
□
□
□
□
□
□
□
f.
Peer coaching at my
school.
□
□
□
□
□
□
□
g. Peer observations at
my school.
□
□
□
□
□
□
□
h. Professional Learning
Communities or other
peer-led collaborative
opportunities.
□
□
□
□
□
□
□
i.
□
□
□
□
□
□
□
Conferences
organized by local,
regional or national
organizations.
Other (specify)
____________
Prepared by Mathematica Policy Research
17
Limited
Impact
Moderate
Impact
Strong
Impact
B4.
To what extent did the information from your previous year’s evaluation influence which professional
development activities you are participating in during the 2015-16 school year (including summer
2015).
SELECT ONLY ONE
0
1
2
3
4
DK
□
□
□
□
□
□
Not at all
Small extent
Moderate extent
Large extent
I was not evaluated in 2014-2015
Don’t know
Prepared by Mathematica Policy Research
18
B5.
Please indicate your level of agreement with the following statements about all of the professional
development activities that you are participating in during the 2015-16 school year (including summer
2015). My professional development activities are…
NOT
APPLICABLE
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
NO
OPINION
a. improving my content knowledge of
the academic subjects I teach.
□
□
□
□
□
□
b. advancing my understanding of
effective instructional strategies.
□
□
□
□
□
□
c. having a positive impact on my
classroom instruction.
□
□
□
□
□
□
d. helping me improve my teaching of
the state curriculum frameworks.
□
□
□
□
□
□
e. helping me use the analyses of
student performance data to identify
the needs of struggling students.
□
□
□
□
□
□
f. helping me address the socioemotional needs of my students.
□
□
□
□
□
□
g. well-aligned to the MA Standards and
Indicators of Effective Teaching.
□
□
□
□
□
□
h. helping me teach content aligned to
the curriculum frameworks to
students with disabilities.
□
□
□
□
□
□
i. helping me teach content aligned to
the curriculum frameworks to English
language learners.
□
□
□
□
□
□
j. Other (please specify)
____________________________
□
□
□
□
□
□
Prepared by Mathematica Policy Research
19
B6.
During the 2015-16 school year, including summer 2015, how often has your district solicited
feedback from you about your professional development activities?
SELECT ONLY ONE
0
1
2
3
4
□
□
□
□
□
Never
Rarely
Sometimes
Frequently
Always
Prepared by Mathematica Policy Research
20
C. EDUCATOR GROWTH AND DEVELOPMENT
The second part of the Educator Growth and Development section (Module C) asks for your views on the role
of evaluation in supporting teacher growth and development in your school/district.
C1.
Indicate your level of agreement with the following statements about the teacher evaluation system at
your school. The teacher evaluation system...
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. helps me to identify specific areas where I can
improve my impact on student learning.
□
□
□
□
b. helps me to identify specific areas where I can
improve my practice.
□
□
□
□
c. helps me to identify specific areas where my
teaching is strong.
□
□
□
□
d. provides me with clear expectations for my
teaching.
□
□
□
□
e. promotes constructive conversations about my
practice with my evaluator.
□
□
□
□
f. promotes a collaborative relationship between me
and my evaluator.
□
□
□
□
g. is an effective tool to support my growth and
development.
□
□
□
□
Prepared by Mathematica Policy Research
21
C2.1
As part of your evaluation last year (2014-15)……
How often were you observed teaching
your class by a….?
DOES
NOT
APPLY
4 or
More
Times
Never
Once
2-3
Times
□
□
□
□
□
□
a. Colleague/Peer
□
b. Mentor
□
□
□
c. Coach
□
□
□
□
□
d. Administrator
□
□
□
□
□
C2.2
How do you use the observational feedback you receive through the evaluation process?
SELECT ALL THAT APPLY
1
2
3
4
5
6
□
□
□
□
□
□
Self-assessment
Goal-setting
Evidence of practice
Inform my instruction
Identify professional development
Other; please specify_____________________________
Prepared by Mathematica Policy Research
22
C3.
To what extent do you agree that the following are a purpose of the teacher evaluation system in your
district?
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
a. To promote teacher growth and development
b. To comply with state policies
c. To remove ineffective teachers
d. To improve student learning
e. To recognize excellent teachers
f. To raise the bar for professional teaching status
g. To promote teacher self-reflection
Prepared by Mathematica Policy Research
23
C4.
Indicate your level of agreement with the following statements about the teacher evaluation system
used in your school district.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
DON’T
KNOW
a. The evaluation system in my school is aligned to the
Massachusetts’ Standards and Indicators for
Effective Teaching.
□
□
□
□
□
b. The Massachusetts’ Standards and Indicators of
Effective Teaching capture the most important
aspects of being a classroom teacher.
□
□
□
□
□
c. The descriptors used in the teacher performance
rubric clearly differentiate between the four
performance levels.
□
□
□
□
□
d. I have a clear understanding of the type of evidence I
need to provide for my summative performance
evaluation.
□
□
□
□
□
e I have a clear understanding of the amount of
evidence I need to provide for my summative
performance evaluation.
□
□
□
□
□
f. The evaluation system used in my district is effective
in identifying outstanding teachers.
□
□
□
□
□
g. The evaluation system used in my district is effective
in identifying teachers who are struggling.
□
□
□
□
□
h. The Massachusetts teacher performance rubric
should have more than four levels.
□
□
□
□
□
i. In my school, educators develop goals that reflect the
expectations of the curriculum frameworks.
□
□
□
□
□
j. In my school, we are piloting district-determined
measures that are aligned with the curriculum
frameworks.
□
□
□
□
□
k. In my school, we are providing evaluation feedback to
educators that reflect the expectations of the
curriculum frameworks.
□
□
□
□
□
l. My own experience with the evaluation system has
been fair.
□
□
□
□
□
m. Evaluation criteria are applied equally to all teachers
in my school.
□
□
□
□
□
n. My evaluator has the appropriate content knowledge
to evaluate my performance.
□
□
□
□
□
o. My evaluator has the appropriate experience to
evaluate my performance.
□
□
□
□
□
p. The educator evaluation process supports teachers
and school staff who need additional help with
instruction.
□
□
□
□
□
q. Overall, the evaluation system used in my district for
assessing teachers generates fair results.
□
□
□
□
□
Prepared by Mathematica Policy Research
24
C5.
To what degree do you think the current educator evaluation system is an improvement over the previous
system?
Compared with our prior evaluation
system, the new educator evaluation
system:
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. provides educators with more
meaningful feedback.
□
□
□
□
□
b. enables educators to better distinguish
between exceptional, capable, and
weak educator practice
c. provides me with greater opportunity to
improve my practice.
□
□
□
□
□
□
□
□
□
□
d. has a positive impact on student
achievement in my school.
□
□
□
□
□
Prepared by Mathematica Policy Research
25
DON’T
KNOW
C6.1
My school or district has identified one or more common assessments, such as District Determined
Measures (DDMs), to inform my evaluation.
1
0
C6.2
□
□
Yes
No
Indicate your level of agreement with the following statements about common assessments, such as
District Determined Measures (DDMs), used in the teacher evaluation system within your school district.
DON’T
KNOW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. I have provided input on common assessments
used by my district.
□
□
□
□
□
b. The common assessments used as evidence to
inform my Student Impact Rating are well aligned
to the content I teach.
□
□
□
□
□
c. I use data from the common assessments to
improve my practice.
□
□
□
□
□
d. Data from the common assessments are a useful
part of my evaluation.
□
□
□
□
□
C6.3
Indicate your level of agreement with the following statements about your use and opinion of common
assessments.
DON’T
KNOW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. I currently use common assessments that are well
aligned with the content I teach.
□
□
□
□
□
b. Student data from common assessments are a
useful part of an educator’s evaluation.
□
□
□
□
□
c. I have provided input on common assessments to
inform my evaluation.
□
□
□
□
□
Prepared by Mathematica Policy Research
26
C7.1.
Student feedback is one piece of evidence required in a teacher’s evaluation. How do you collect
student feedback?
SELECT ALL THAT APPLY
□
□
□
□
□
□
□
□
1
2
3
4
5
6
7
8
C7.2.
Survey Instrument
Written Responses
Exit Tickets
Student Interviews
Focus Group
Whole Group Discussions
I don’t collect student feedback
Other; please specify ____________________________________________________
Indicate your level of agreement with the following statements about the use of student feedback as
evidence in a teacher evaluation system.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. In general, student feedback is a useful tool I use to
inform my practice.
□
□
□
□
b. I use student feedback in my self-assessment and
goal-setting.
□
□
□
□
c. I discuss student feedback results (e.g., survey data,
exit ticket responses) with my students.
□
□
□
□
d. I discuss student feedback (e.g., survey results, exit
ticket responses) with my evaluator.
□
□
□
□
e. Student feedback is a useful component of a
teacher’s evaluation.
□
□
□
□
C7.3.
What survey instrument do you use to collect student feedback?
1
2
3
4
5
□
□
□
□
□
Massachusetts ESE Model survey
Commercial instrument; please specify___________________________
District or school-developed survey
Your own developed survey
Other; please specify_____________
Prepared by Mathematica Policy Research
27
C.8.
Who evaluates your practice?
1
2
3
4
5
6
7
□
□
□
□
□
□
□
District Administrator
Principal
Assistant Principal
Department Head/Chair
Coach
Colleague/peer
Other; please specify_____________________________
C9. Please rate the extent to which your school has provided you with specific types of support related to your
participation in the teacher evaluation system. (Please think about the support you have received over the
course of the 2015-16 school year.)
No
Support
Some
Support
Adequate
Support
Strong
Support
NOT
APPLCABLE
a. Administrator support about the evaluation
process (e.g., key information and guidance
from school or district administrators)
□
□
□
□
□
b. Time (e.g., planning or release time to
complete evaluation materials)
□
□
□
□
□
c. Materials (such as forms or guidelines to
facilitate the evaluation process)
□
□
□
□
□
d. Training in how to engage in the 5-step
evaluation cycle (e.g., self-assessment, goalsetting, formative assessment etc.)
□
□
□
□
□
e. Access to staff with specific expertise (such as
instructional coaches) within and/or outside of
my school
□
□
□
□
□
f. Instructional support for areas of improvement
and/or growth identified by my evaluator
□
□
□
□
□
g. Technology (e.g. data management software
or cloud-based tools) that supports
implementation of the evaluation process
□
□
□
□
□
Prepared by Mathematica Policy Research
28
C.10. Over the course of the school week, approximately what proportion of your time do you, on average,
spend on evaluation activities?
Time Spent
Prepared by Mathematica Policy Research
None to <1%
□
1% to < 5%
□
5% to < 10%
□
10% to < 25%
□
25% or above
□
29
D.
PERSONALIZED LEARNING TOOLS
This module asks for your views on Individual Learning Plans (ILP). The ILP is a studentdirected, multi-year tool that maps academic plans, personal/social growth, and career
development activities while taking into account a student’s unique self-identified strengths,
interests, needs and goals. Student ILPs are often implemented through an online planning
tool such as Naviance, Your Plan for the Future, Mass CIS, or Career Cruising. The ILP
process enables students to connect what they do now in school with post-secondary
success.
D1.
Does your district support the use of Individual Learning Plans (ILPs) in your school?
□
□
D2.
Yes
No
Indicate your level of agreement with the following statements about Individual Learning Plans (ILPs).
NOT
APPLICABLE
Not at All
Small
Extent
Moderate
Extent
Large
Extent
a. I received adequate professional development
to understand and support ILPs.
□
□
□
□
□
b. I value ILPs as a communication tool that can
help build relationships with students.
□
□
□
□
□
c. I use ILPs as a tool to help me differentiate my
instruction to support individual student
success.
□
□
□
□
□
d. I use ILPs to reflect on and discuss
postsecondary plans with my students.
□
□
□
□
□
e. I value ILPs as a tool to improve student
engagement in classroom activities.
□
□
□
□
□
Prepared by Mathematica Policy Research
30
E.
DIGITAL LEARNING TOOLS
This module asks for your views on the frequency of use, instructional purposes and impact of digital tools in
your classroom.
E1.
E2.
During the current 2015-16 school year, how often have you used the following types of digital tools
with your students for core instruction?
NOT
AVAILABLE
Never or
Hardly
Ever
Sometimes
(1-3 times
per month)
(1-3 times
per week)
Daily
or
almost
daily
a. Formative or summative digital assessments
□
□
□
□
□
b. Digital text (such as on-line textbooks)
□
□
□
□
□
c.
□
□
□
□
□
d. Digital educational games
□
□
□
□
□
e. Digital tutorials and/or lessons, including
video
□
□
□
□
□
f.
□
□
□
□
□
g. Student response systems (Clickers, etc.)
□
□
□
□
□
h. Other (specify)
□
□
□
□
□
Digital productivity tools (such as Excel,
Google Docs)
Search/discovery tools (such as Internet
Explorer or Google)
Often
For which instructional purposes did you use digital tools in your classroom during the current
2015-2016 school year?
0
1
2
3
4
5
□
□
□
□
□
□
Did not use digital tools
Projecting/presenting content for students in a lecture-style format
Utilizing "smart" whiteboard technologies for instruction
Utilizing digital projection tools to stream content to or from students' devices (such as computer to
LCD)
Deliver instruction through video using Skype or other web-conferencing tools.
Other (specify) ____________________________________________________
Prepared by Mathematica Policy Research
31
E3.
Which of the following methods did you use to locate the digital instructional tool(s) you use in your
classroom?
1
2
3
4
5
6
7
8
E4.
□
□
□
□
□
□
□
□
My school or district provided me with the tool(s).
Another teacher recommended the tool(s) and/or helped me access the tool(s).
I found the tool(s) through independent workshops, trainings and/or meetings.
I found the tool(s) online through Graphite, EdSurge, or other product review sites.
I found the tool online through Google or other Internet searches.
I found the tool online through Pinterest.
I found the tool online through Twitter.
Other (specify) ____________________________________________________
In general, how helpful are the digital tools provided by your district in supporting your students’
learning?
No Tools
Provided
Not
Helpful
Helpful
Somewhat
Helpful
Very
Helpful
□
□
□
□
□
Prepared by Mathematica Policy Research
32
THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION.
Prepared by Mathematica Policy Research
33