MA: VISTA-P
(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 and educator professional
growth and development. The survey is divided into three main modules:
A: State Curriculum Frameworks
B: Educator Growth and Development
C: Role of Evaluation in Supporting Educator Growth and Development
The survey should take approximately 30 - 40 minutes.
If you are unsure about a question, please respond in a manner that most closely reflects your
experiences or seek information from others (e.g., Department Heads) to provide an
answer.
NOTE: To protect confidentiality, no individual survey response will be reported. They will be combined
together with responses from other principals in the district and/or state and reported only if a sufficient number
of principals respond to the question to ensure confidentiality.
1. What grade levels does your school serve?
PLEASE SELECT ALL THAT APPLY
0
1
2
3
4
5
6
7
8
9
10
11
12
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Kindergarten
grade 1
grade 2
grade 3
grade 4
grade 5
grade 6
grade 7
grade 8
grade 9
grade 10
grade 11
grade 12
2. Including the current school year (2015-16), how long have you worked as a school-level administrator?
Please do not include student practicums.
Years
Months
a.
Total amount of time as a principal at any school
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b.
Total amount of time as an administrator (as a principal, assistant
principal, or school-level coordinator)
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|___|___|
c.
Total amount of time as a principal in current school
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d.
Total amount of time as a principal in current district
|___|___|
|___|___|
Draft, for review only. Do not circulate without the permission of the authors.
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A: STATE CURRICULUM FRAMEWORKS
This module asks for your views on the alignment, support and implementation of the Massachusetts Curriculum
Frameworks (English Language Arts and Mathematics) in your school.
3. Which statement best describes your familiarity with the ELA Curriculum Framework for the grades taught in
your school?
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I am unfamiliar or only slightly familiar with the ELA Curriculum Framework.
I have a general understanding of the ELA Curriculum Framework, but I am not familiar with all the
details.
I have a detailed understanding of the ELA Curriculum Framework.
4. Which statement best describes your familiarity with the Mathematics Curriculum Framework for the grades
taught in your school?
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I am unfamiliar or only slightly familiar with the Mathematics Curriculum Framework.
I have a general understanding of the Mathematics Curriculum Framework, but I am not familiar with all
the details.
I have a detailed understanding of the Mathematics Curriculum Framework.
Draft, for review only. Do not circulate without the permission of the authors.
2
5. Please indicate the extent to which you agree or disagree with the following statements about your state’s
English Language Arts (ELA) Curriculum Framework.
a.
b.
c.
d.
e.
f.
g.
h.
i.
The ELA Curriculum Framework sets
appropriate expectations for student
learning at each grade level.
The ELA Curriculum Framework
positively affects the degree to which
students are prepared for middle
school.
The ELA Curriculum Framework
positively affects how well students
are prepared to compete in the
workforce.
The ELA Curriculum Framework
makes learning relevant to students’
everyday lives.
Teachers have made instructional
shifts over the last year to ensure
students meet the expectations of
the state’s current ELA Curriculum
Framework.
ELA state assessments provide
useful information about how well
students are mastering the state’s
standards.
I use state ELA assessment results
to inform my school’s improvement
planning.
I use state ELA assessment results
to inform teacher evaluations in my
school.
I use state ELA assessment results
to inform professional learning
decisions in my school.
Don’t
Know
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
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Draft, for review only. Do not circulate without the permission of the authors.
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6. Please indicate the extent to which you agree or disagree with the following statements about your state’s
Mathematics Curriculum Framework.
a.
b.
c.
d.
e.
f.
g.
h.
i.
The Mathematics Curriculum
Framework sets appropriate
expectations for student learning at
each grade level.
The Mathematics Curriculum
Framework positively affects the
degree to which students are
prepared for middle school.
The Mathematics Curriculum
Framework positively affects how
well students are prepared to
compete in the workforce.
The Mathematics Curriculum
Framework makes learning relevant
to students’ everyday lives.
Teachers have made instructional
shifts over the last year to ensure
students meet the expectations of
the state’s current Mathematics
Curriculum Framework.
Mathematics state assessments
provide useful information about how
well students are mastering the
state’s standards.
I use state mathematics assessment
results to inform my school’s
improvement planning.
I use state mathematics assessment
results to inform teacher evaluations
in my school.
I use state mathematics assessment
results to inform professional
learning decisions in my school.
Don’t
Know
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
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Draft, for review only. Do not circulate without the permission of the authors.
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7. Please answer each of the three questions on the following supports you receive to help teachers implement the
ENGLISH LANGUAGE ARTS (ELA) Curriculum Framework: A) Which of the following supports for implementing
the ELA Curriculum Framework have you used? B) How helpful were the supports? C) Do you need more of this
type of support?
SELECT ONE
RESPONSE PER
ROW
SELECT
ONE
RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
Implementation
Have you used this
support to help
teachers?
Do you
need more
of this type
of support?
Implementation
How helpful was the support?
Yes
No
Not
Helpful
Somewhat
Helpful
Helpful
Very
Helpful
Yes
No
a. Textbooks aligned to the
state standards
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b. Curriculum resources
aligned to the ELA
Curriculum Framework
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c. Formative or diagnostic
assessments aligned to the
state standards
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d. Digital tools (on-line
textbooks, webinars, videos,
on-line communities,
applications, etc.)
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e. Information about how the
state standards change what
is expected of students
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f. Information about how the
state standards change what
is expected of teachers’
instructional practice
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g. Professional development on
the state standards
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h. Other (specify):
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Draft, for review only. Do not circulate without the permission of the authors.
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8. Please answer each of the three questions on the following supports you receive to help teachers implement the
MATHEMATICS Curriculum Framework: A) Which of the following supports for implementing the MATHEMATICS
Curriculum Framework have you used? B) How helpful were the supports? C) Do you need more of this type of
support?
SELECT ONE
RESPONSE PER
ROW
SELECT
ONE
RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
Implementation
Have you used this
support to help
teachers?
Do you
need more
of this type
of support?
Implementation
How helpful was the support?
Yes
No
Not
Helpful
Somewhat
Helpful
Helpful
Very
Helpful
Yes
No
a. Textbooks aligned to the
state standards
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b. Curriculum resources
aligned to the Mathematics
Curriculum Framework
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c. Formative or diagnostic
assessments aligned to the
state standards
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d. Digital tools (on-line
textbooks, webinars, videos,
on-line communities,
applications, etc.)
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e. Information about how the
state standards change what
is expected of students
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f. Information about how the
state standards change what
is expected of teachers’
instructional practice
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g. Professional development on
the state standards
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h. Other (specify):
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Draft, for review only. Do not circulate without the permission of the authors.
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9. Please indicate your level of agreement with the following statements about the ELA Curriculum Framework.
a.
b.
c.
I have made teaching to the ELA Curriculum
Framework a major priority in my school.
My district has made teaching to the ELA
Curriculum Framework a major priority.
My state has made teaching to the ELA
Curriculum Framework a major priority.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
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10. Please indicate your level of agreement with the following statements about the Mathematics Curriculum
Framework.
a.
b.
c.
I have made teaching to the Mathematics
Curriculum Framework a major priority in my
school.
My district has made teaching to the Mathematics
Curriculum Framework a major priority.
My state has made teaching to the Mathematics
Curriculum Framework a major priority.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
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Draft, for review only. Do not circulate without the permission of the authors.
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11. To what extent are the following statements true?
To a
To a Small Moderate To a Large
Not at All
Extent
Extent
Extent
a.
b.
c.
d.
e.
f.
My teachers have received specific guidance
from district leaders on the order in which they
should teach content area in the ELA
Curriculum Framework.
My teachers have received specific guidance
from district leaders on how much time they
should spend on each content area in the ELA
Curriculum Framework.
My district has provided teachers in my school
with lesson plans aligned with the ELA
Curriculum Framework.
My teachers have received specific guidance
from district leaders on the order in which they
should teach content area in the Mathematics
Curriculum Framework.
My teachers have received specific guidance
from district leaders on how much time they
should spend on each content area in the
Mathematics Curriculum Framework.
My district has provided teachers in my school
with lesson plans aligned with the Mathematics
Curriculum Framework.
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12. Please indicate your agreement with the following statements.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a.
District leaders publicly reward or recognize
principals in this district for exemplary
leadership practices aimed at implementing
state standards.
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b.
District leaders publicly reward or recognize
principals in this district for exemplary student
achievement gains.
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c.
There are negative repercussions for me if
students in my school do not perform well on
state standardized assessments.
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Draft, for review only. Do not circulate without the permission of the authors.
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13. Please indicate the degree to which the following resources are aligned to the English Language Arts Curriculum
Framework.
Resource:
Not Sure
Not at All
Aligned
Somewhat
Aligned
Aligned
Strongly
Aligned
a.
State-mandated assessments
used by your district
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b.
District-mandated summative
assessments
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c.
School-created summative
assessments
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d.
Teacher-created summative
assessments
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e.
Formative or diagnostic
assessments used district-wide
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f.
English Language Arts textbooks
used in your school
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g.
English Language Arts
curriculum selected or developed
by your district
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h.
State-developed or organized
professional development
activities for teachers
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i.
District-developed or organized
professional development
activities for teachers
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j.
Administrator feedback provided
to teachers from classroom
observations (i.e. walk-throughs,
formal observations etc.)
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Draft, for review only. Do not circulate without the permission of the authors.
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14. Please indicate the degree to which the following resources are aligned to the Mathematics Curriculum
Framework.
Resource:
Not Sure
Not at All
Aligned
Somewhat
Aligned
Aligned
Strongly
Aligned
a.
State-mandated assessments
used by your district
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b.
District-mandated summative
assessments
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c.
School-created summative
assessments
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d.
Teacher-created summative
assessments
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e.
Formative or diagnostic
assessments used district-wide
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f.
Mathematics textbooks used in
your school
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g.
Mathematics curriculum selected
or developed by your district
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h.
State-developed or organized
professional development
activities for teachers
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i.
District-developed or organized
professional development
activities for teachers
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j.
Administrator feedback provided
to teachers from classroom
observations (i.e. walk-throughs,
formal observations etc.)
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15. Where appropriate, does your school accommodate students with disabilities (i.e., students with IEPs) in the
following ways for state assessments in the current (2015-16) school year?
Check all that apply
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Provision of extended time
Provision of an adult reader (i.e., adult reads text to students)
Provision of a scribe (to record students' responses)
Provision of Braille or large font
Draft, for review only. Do not circulate without the permission of the authors.
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16. Indicate your agreement with the following statements about your assessment literacy. To what extent do you…
SELECT ONE RESPONSE PER ROW
Small
Not at All Extent
Moderate
Extent
Large
Extent
b. have the expertise to analyze data from common assessments.
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c. analyze data (on your own or with leadership team) from
common assessments to improve instruction.
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d. analyze data (on your own or with leadership team) from
common assessments to improve students’ learning.
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a. understand how to develop common assessments.
Draft, for review only. Do not circulate without the permission of the authors.
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The following two sections are designed to measure the extent to which educators’ offer opportunities for
students to cultivate and exhibit creativity and innovation in their learning.
17. Please indicate your agreement with the extent that these aspects of student learning environments are
embedded within your school.
Don’t
Know
Students…
a. engage in open-ended problems/tasks that allow them to
think of multiple possible solutions/products.
Small
Not at all Extent
Moderate
Extent
Large
Extent
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b. work together to apply what they know to solve challenging
problems or tasks.
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c. engage in interdisciplinary learning.
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e. undertake long-term projects (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).
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f. express their understanding beyond traditional means (e.g.,
by building models, performing skits, creating simulations).
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d. accept that it is okay when a project/task goes differently from
what was expected or even fails.
18. Please indicate your agreement with the following statements about the extent that you as a principal foster an
environment of creativity and innovation in your school.
Not
Applicable
Not at
All
Small
Extent
Moderate
Extent
Large
Extent
a. I work with students and teachers to identify experts
from outside of the school who can provide students
with insights into a project/topic.
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b. I set aside physical space (e.g., Innovation Studio;
Maker-Space) within the building so teachers can
engage students in exploration of their ideas.
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c I provide students access to before-school or afterschool programs designed to let them express their
creativity (e.g., arts education, debate clubs, science
clubs, theater performance, film-making).
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d. I seek funding opportunities (e.g., line item in district
budget or external grants) to support projects that
stimulate students’ creativity and innovation.
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19. Including this school year, how long do you believe each of the following will remain in effect?
a. The current ELA Curriculum Framework.
b. The current Mathematics Curriculum Framework.
1 – 2 Years
3 Years
4 Years
5+ Years
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Draft, for review only. Do not circulate without the permission of the authors.
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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 educator growth and development used in your
school or district. The second part of the section (Module C) asks for your views on the role of evaluation in
supporting educator growth and development during the 2015-2016 school year (including summer 2015).
We would now like to ask you questions about professional development that you as principal have received
during the current (2015-16) school year, including the summer of 2015.
20. During the current school year (2015-16), including the summer of 2015, how many hours in total have you as
principal spent on professional development activities?
_______ hours (enter #)
21. Of all of your professional development hours in 2015-16, including the summer of 2015, how many hours were
focused on the ELA Curriculum Framework?
_______ hours (enter #)
22. Of all of your professional development hours in 2015-16, including the summer of 2015, how many hours were
focused on the Mathematics Curriculum Framework?
_______ hours (enter #)
Draft, for review only. Do not circulate without the permission of the authors.
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23. How useful did you find the following professional development topics in informing your practice as a principal? If
a topic was not a focus of any professional development you have received, please select “Not a focus (N/A)”.
Professional Development
Topics
Not a focus
(N/A)
Not at All
Useful
A Little
Useful
Somewhat
Useful
Very Useful
Content of the ELA Curriculum
Framework
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Instructional shifts associated
b. with the ELA Curriculum
Framework
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How to coach teachers on the
c. implementation of the ELA
Curriculum Framework
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Instructional shifts associated
e. with the Mathematics
Curriculum Framework
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How to coach teachers on the
implementation of the
Mathematics Curriculum
Framework
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a.
d.
f.
Content of the Mathematics
Curriculum Framework
24. How successful do you feel your district is in supporting you as the principal in the following ways?
Does Not
Offer
Support
Unsuccessful
Somewhat
Unsuccessful
Somewhat
Successful
Successful
a. Providing or supporting training on
being an effective school
administrator
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b. Providing or supporting training on
being an effective instructional leader
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c. Providing or supporting training on
being an effective evaluator
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d. Providing materials, tools, or
equipment that helps support my
leadership role
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Draft, for review only. Do not circulate without the permission of the authors.
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25. To what extent did each of the following factors influence your thinking and decisions about types of
professional development (PD) to offer teachers during the 2015-16 school year (including summer 2015)?
a. Observations of classroom practice
b. Student assessment data
c. Summative performance ratings for teachers
b. Information collected through the evaluation system (e.g.,
SMART goals, common assessments etc.)
e. Input from teachers
f. Input from students
g. Input from parents/families
h. Input from district staff
i. Input from other school administrators
j. Input from teacher leaders, mentors, or coaches
Not at
All
Small
Extent
Moderate
Extent
Large
Extent
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k.
State mandates (e.g., RETELL)
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l.
ESE-led PD opportunities
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m. Other (please specify)
________________________________________
Draft, for review only. Do not circulate without the permission of the authors.
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26. (A) To what extent do teachers in your school receive ongoing support from coaches, peer-based professional
learning communities or administrators following professional development (PD)? (B) Does this support help your
teachers effectively implement what they have learned from the PD?
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.
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b. Peer-based professional
learning communities
focused on
implementation of PD
content.
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c.
Administrator support and
feedback focused on
implementation of PD
content.
27. During the 2015-2016 school year (including the summer of 2015), how often has your district engaged in the
following activities to evaluate the quality of its professional development offerings to teachers?
SELECT ONE RESPONSE PER ROW
Never
Rarely
Sometimes
Frequently
Don’t
Know
a. Solicited informal feedback from teachers on
the professional development activities.
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b. Examined whether professional development
correlates to gains in student achievement.
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Draft, for review only. Do not circulate without the permission of the authors.
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C: Role of Evaluation in Supporting Educator Growth and Development
The second part of the Educator Growth and Development section (Module C) first asks for your views on the
role of evaluation in supporting your growth and development as a principal. It then asks for your views on
the role of evaluation in supporting teacher growth and development in your school/district.
28. With regard to your own experience with your own evaluation process, please indicate your agreement with
the following statements about the principal evaluation system used in your school district.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. The principal evaluation system used in my
district is effective in identifying outstanding
school leaders.
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b. The principal evaluation system used in my
district is effective in identifying school
leaders who are struggling.
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c. The principal evaluation system helps me
to identify specific areas where I can
improve student learning.
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d. The principal evaluation system helps me
to identify specific areas where I can
improve my school leadership.
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e. Overall, the evaluation system used in my
district for assessing administrators
generates fair results.
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29. Thinking back on the feedback you provided to teachers based on formal or informal classroom observations
THIS year, to what extent did your feedback focus on the following topic areas?
Not at All
Small
Extent
Moderate
Extent
Large
Extent
a.
Instructional strategies to help students with
special needs.
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b.
Instructional strategies to help English
language learners.
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c.
How to align teaching practices to the English
Language Arts or Mathematics Curriculum
Framework.
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Draft, for review only. Do not circulate without the permission of the authors.
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30. How much support is needed in your school in the following areas?
No
Support
Needed
A Little
Support
Needed
Some
Support
Needed
A Great
Deal of
Support
is Needed
a.
Helping teachers implement mathematics
standards.
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b.
Helping teachers implement ELA standards.
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c.
Addressing the instructional needs of English
Language Learners.
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d.
Addressing the instructional needs of low
performing students.
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e.
Addressing the instructional needs of students
with disabilities.
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31. During the school year, how many observations (unannounced and announced) does an educator with
Professional Teacher Status (PTS) receive? How many observations (unannounced and announced) does an
educator without PTS receive? (Mark one response in each column.)
Average #
observations
Professional Teacher Status
Non-Professional Teacher Status
Unannounced
Announced
Unannounced
Announced
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None
1-2
3-4
5-6
7-8
More than 8
32. How many educators are you evaluating in this
school year (2015-2016)?
______(enter #)
33. Of this number, for how many are you the sole
evaluator?
______(enter #)
Draft, for review only. Do not circulate without the permission of the authors.
18
34. For each of the roles below, indicate the number of people that have assumed some evaluation
responsibilities for educators in your school (e.g., conducting observations, supporting goal setting etc.)
Number with
Evaluative
Responsibilities
Other School Administrators
________
District Leaders
________
Teacher Leaders
________
Coaches
________
Other, (please specify)
______________
________
35. Over the course of the school week, approximately what proportion of your time do you, on average, spend on
evaluation activities?
Time Spent
None to <1%
1% to < 5%
5% to < 10%
10% to <25%
25% to <50%
50% to < 75%
75% or above
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Draft, for review only. Do not circulate without the permission of the authors.
19
36. Which of the following types of evidence do you use to determine a Summative Performance Rating for
teachers? A) Is the type of evidence valuable? B) Do teachers provide you with the right amount of evidence
to help you deliberate?
Is the amount of evidence
collected/provided adequate?
Value of Evidence
Not
Used
Used But
Not
Valuable
Somewhat
Valuable
Valuable
Not
Enough
Just
Right
Too
Much
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g. Classroom assessments (e.g.,
student letter grades)
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h. Extracurricular activities or
professional responsibilities
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i. Artifacts of practice provided by
the teacher
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j. Other (specify)____________
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Type of Evidence
a. Unannounced observations
b. Announced/formal observations
c. Student work samples (e.g.,
portfolios, projects)
d. Feedback from students
e. Feedback from parents/families
f. Students’ state standardized test
scores
37. My district has identified common assessments, such as District Determined Measures (DDMs), to inform
teachers’ evaluations in my school.
SELECT ONLY ONE


Yes
IF SELECTED THEN GO TO 38
No
IF SELECTED THEN GO TO 39
Draft, for review only. Do not circulate without the permission of the authors.
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38. Indicate your agreement with the following statements about common assessments, such as District Determined
Measures (DDMs), used in the teacher evaluation system in your school.
SELECT ONE RESPONSE PER ROW
a. Teachers have provided input on common
assessments used in my school or district.
b. The common assessments used as evidence to
inform teachers’ Student Impact Ratings are
well aligned to the content they teach.
c. The common assessments used as evidence to
inform Student Impact Ratings for noninstructional staff are well aligned to their roles.
d. Teachers are using data from common
assessments to improve their practice.
e. Data from common assessments are a useful
part of teacher evaluations.
f. I use data from common assessments to identify
initiatives to improve student learning.
Don’t
Know
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
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39. Indicate your agreement with the following statements about common assessments in your school.
SELECT ONE RESPONSE PER ROW
Don’t
Know
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. Teachers currently use common assessments
aligned to the content they teach.
b. Data from common assessments are a useful
part of an educator’s evaluation.
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c. I am seeking teacher input on common
assessments used by my school or district.
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Draft, for review only. Do not circulate without the permission of the authors.
21
40. Student feedback is one piece of evidence required in a teacher’s evaluation. How do teachers collect student
feedback?
SELECT ALL THAT APPLY








Survey Instrument
Written Responses
Exit Tickets
Student Interviews
Focus Group
Whole Group Discussions
Teachers don’t systematically collect student feedback
IF SELECTED THEN GO TO 43
Other; please specify_______________________________________________
41. Indicate your agreement with the following statements about the use of student feedback in a teacher
evaluation system.
SELECT ONE RESPONSE PER ROW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. Teachers in my district collect student feedback
on a regular basis.
□
□
□
□
b. Teachers in my district collect student feedback
as evidence in their evaluation process.
□
□
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□
c. Student feedback is a useful tool teachers use for
self-assessment and goal-setting.
□
□
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□
d. I discuss student feedback results (e.g., survey,
exit tickets) with teachers.
□
□
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e. Student feedback is a useful component of a
teacher’s evaluation.
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42. What survey instrument do your teachers use to collect student feedback?
SELECT ONE





Massachusetts ESE Model survey
Commercial instrument; please specify___________________________
District or school-developed Survey
Teacher-developed survey
Other; please specify___________
Draft, for review only. Do not circulate without the permission of the authors.
22
43. To what extent to you agree that the following are a purpose of the overall educator evaluation system in your
district?
SELECT ONE RESPONSE PER ROW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
d. To improve student learning
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e. To recognize excellent teachers and
administrators
□
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f. To raise the bar for professional teaching
status
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g. To promote educator self-reflection
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a. To promote educator growth and development
b. To comply with state policies
c. To remove ineffective educators
44. To what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing
assistance? Base your response on your district’s recent experience with ESE.
Predominantly
Compliance
□
□
Predominantly
Assistance
□
□
□
□
□
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Don’t
Know
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45. During the 2015-2016 school year, to what extent do you agree with each of the following statements regarding
ESE’s performance relative to policies and programs?
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. Provides services in a coherent, wellcoordinated fashion.
□
□
□
□
□
b. Is effective in its efforts to improve the
overall quality of public K-G12 education.
□
□
□
□
□
Draft, for review only. Do not circulate without the permission of the authors.
23