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, classroom practices, and educator
professional growth and development. The survey is divided into four main parts:
A: Teacher Background
B: Classroom Practices
C: State Curriculum Frameworks
D: Educator Growth and Development
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.
Teacher Survey
Spring 2016
A: Teacher Background
1. This school year (2015-16), what grade(s) do you teach?
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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
grade 13 (special education students aged 18 – 22)
ungraded
2. This school year (2015-16), what subject(s) do you teach?
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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) _____________________________________________
DRAFT, for review only. Do not circulate without the permission of the authors.
1
Teacher Survey
Spring 2016
3. This school year (2015-16), are you the teacher of record for students in any of the following
subjects?
a. English/ Language Arts/Reading/Writing
b. Mathematics
Yes
No
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DRAFT, for review only. Do not circulate without the permission of the authors.
2
Teacher Survey
Spring 2016
In this survey, students with disabilities refers to students with IEPs who participate in the regular state
assessment (with or without accommodations). Please do not answer for students who participate in the
alternate assessment.
Push-in services refers to services where the special education teacher (a) provides instruction directly
to students with disabilities within the regular classroom, (b) provides support to help students with
disabilities participate meaningfully by adapting the instruction designed by the regular education teacher,
or (c) consults or collaborates with the regular education teacher to help students with disabilities
participate meaningfully in the regular education teacher’s instruction.
Pull-out services refers to services where the special education teacher provides instruction to students
with disabilities outside of the regular classroom (e.g., in one-to-one instruction, small-group instruction, or
large-group instruction).
4. Is your primary role providing instruction for students with disabilities through push-in or pullout services?
Please answer “Yes” if your primary role is to provide instruction for students with disabilities
(e.g., working with students in a whole class setting, push-in instruction, or pull-out instruction).
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Yes
No
DRAFT, for review only. Do not circulate without the permission of the authors.
3
Teacher Survey
Spring 2016
5. 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
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b. Total amount of time teaching in current school
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c. Total amount of time teaching in current district
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d. Total amount of time teaching in Massachusetts
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6. Including the current school year (2015-16), how long have you been teaching students with
disabilities overall, and in each of the following grade levels?
Please do not include student teaching.
Years
Months
a. Total amount of time teaching students with disabilities
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b. Total amount of time teaching students with disabilities in
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elementary school grades
c. Total amount of time teaching students with disabilities in
middle school grades
d. Total amount of time teaching students with disabilities in
high school grades
DRAFT, for review only. Do not circulate without the permission of the authors.
4
Teacher Survey
Spring 2016
7. Do you teach mathematics to high school students with disabilities in THIS school?
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Yes  Go to question 9.
No  Go to the next question.
8. Do you teach ELA to high school students with disabilities?
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Yes  Go to question 20.
No  Thank you, you are done with the survey.
DRAFT, for review only. Do not circulate without the permission of the authors.
5
Teacher Survey
Spring 2016
B: Classroom Practices (Math Teachers)
9. In which of the following mathematics courses are you currently teaching, or providing
support to, students with disabilities?
PLEASE SELECT all that apply.
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Pre-algebra  If selected, respondent will receive question 10
Algebra or Algebra I  If selected, respondent will receive question 11
Advanced Algebra or Algebra II  If selected, respondent will receive question 11
Geometry  If selected, respondent will receive question 11
Integrated mathematics  If selected, respondent will receive question 10
Pre-calculus  If selected, respondent will receive question 10
Calculus If selected, respondent will receive question 10
Trigonometry  If selected, respondent will receive question 10
Other, specify: ___________________ If selected, respondent will receive question 10
DRAFT, for review only. Do not circulate without the permission of the authors.
6
Teacher Survey
Spring 2016
[Instructions for high school teachers who DO NOT teach algebra or geometry]
 For the next set of questions, we would like you to think about your largest group or class of

students with disabilities that focuses on mathematics instruction that you teach this year. For
the purposes of this survey, this is your target group.
Your target group may be in a setting in which you provide instruction to this group, which
includes students with disabilities, in a push-in or pull-out format.
10. Which of the following best describes the mathematics content that you are teaching to your
largest group or class of students with disabilities (i.e., your target group)?
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Pre-algebra  Skip to question 12
Integrated mathematics  Skip to question 12
Pre-calculus  Skip to question 12
Calculus  Skip to question 12
Trigonometry  Skip to question 12
Other, specify:
_____________________________  Skip to question 12
[Instructions for high school teachers who teach algebra or geometry]
 For the next set of questions, we would like you to think about your largest group or class of

students with disabilities that focuses on mathematics instruction in algebra or geometry that
you teach this year. For the purposes of this survey, this is your target group.
Your target group may be in a setting in which you provide instruction to this group, which
includes students with disabilities, in a push-in or pull-out format.
11. Which of the following best describes the algebra or geometry content that you are teaching
to your largest group of class of students with disabilities (i.e., your target group)?
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Algebra or Algebra I
Advanced Algebra or Algebra II
Geometry
DRAFT, for review only. Do not circulate without the permission of the authors.
7
Teacher Survey
Spring 2016
12. How many students are in this target group?
Number of students:
___
13. How many of the students in this target group are students with disabilities?
Number of students with disabilities:
___
DRAFT, for review only. Do not circulate without the permission of the authors.
8
Teacher Survey
Spring 2016
14. How do you provide instruction for this target group? (Check one)
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I provide instruction to the whole class as the primary instructor  Skip to question 16
I collaborate with another teacher who provides instruction to the whole class
I provide instruction to a subset of students through a push-in format
I provide instruction to a subset of students through a pull-out format
Other. Please specify: ______________________________________
15. In your target group, to what extent do you coordinate your instruction with the mainstream
classroom teacher by doing each of the following?
Not
Applicable
Never
Rarely
Sometimes
Often
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a.
Joint lesson planning
b.
Co-teaching
c.
Consultation
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d.
Monitoring and discussing
individual students’ progress
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16. Did you teach the same subject to students in the same grade as the target group before
your state started implementing the Mathematics Curriculum Framework in the 2012-13
school year?
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Yes  [Conditional logic: if selected, respondent will get both parts of the next question]
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No, I wasn’t a teacher before the 2012-13 school year  [Conditional logic: if selected,
respondent will not get part 2 of the next question]
No, I taught different subjects/grades  [Conditional logic: if selected, respondent will not
get part 2 of the next question]
DRAFT, for review only. Do not circulate without the permission of the authors.
9
Teacher Survey
Spring 2016
[For Special Education Teachers who Teach High School Algebra]
In your target group, what level of coverage did you give or do you plan to give each of the
following topics, and has your level of coverage decreased, stayed the same, or increased,
compared to your level of coverage in similar groups before Massachusetts started implementing
the Math Curriculum Framework (i.e., the 2012-13 school year)?
Change in Coverage Relative to
Similar Groups Before Your State
Level of Coverage
Started Implementing the
Mathematics Curriculum Framework
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Apply linear and nonlinear functions to
real-world settings
Compute with
exponents and
radicals (e.g., square
roots)
Convert expressions
involving radicals to
expressions with
rational exponents
Demonstrate
understanding of
estimation
Demonstrate
understanding of
exponential functions
Demonstrate
understanding of
sequences
Find the factors of an
algebraic expression
Interpret the slope in
real-world settings
Perform operations
on polynomials
Perform procedures
involving rate of
change/slope
No
Coverage
Minor
Coverage
Moderate
Coverage
Major
Coverage
Decreased
Stayed the
Same
Increased
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DRAFT, for review only. Do not circulate without the permission of the authors.
10
Teacher Survey
Spring 2016
[For Special Education Teachers that Teach High School Advanced Algebra]
In your target group, what level of coverage did you give or do you plan to give each of the
following topics, and has your level of coverage decreased, stayed the same, or increased,
compared to your level of coverage in similar groups before your state started implementing the
Mathematics Curriculum Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Groups Before Your State
Level of Coverage
Started Implementing the
Mathematics Curriculum
Framework
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Solve systems of
equations
Perform procedures
with complex
numbers
Demonstrate
understanding of
linear functions
Demonstrate
understanding of
function operations
Perform procedures
on polynomials
Apply functions to
real world settings
Perform operations
on exponential
expressions
Demonstrate
understanding of
polynomials
Memorize attributes
of exponential
functions
Demonstrate
understanding of
inequalities
No
Coverage
Minor
Coverage
Moderate
Coverage
Major
Coverage
Decreased
Stayed the
Same
Increased
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DRAFT, for review only. Do not circulate without the permission of the authors.
11
Teacher Survey
Spring 2016
[For Special Education Teachers that Teach High School Geometry]
In your target group, what level of coverage did you give or do you plan to give each of the
following topics, and has your level of coverage decreased, stayed the same, or increased,
compared to your level of coverage in similar groups before your state started implementing the
Mathematics Curriculum Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Groups Before Your State
Level of Coverage
Started Implementing the
Mathematics Curriculum
Framework
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Demonstrate
understanding of rigid
transformations (e.g.
slides/ translations,
flips/ reflections,
turns/rotations)
Perform procedures
associated with triangle
Use geometry to model
situations (e.g. use
circles, threedimensional objects to
model real-world
situations)
Memorize definitions
and formulas
associated with
triangles
Demonstrate
understanding of
similarity
Perform procedures to
determine angle
measures
Justify properties of
circles
Memorize definitions
and formulas
associated with
quadrilaterals
Generalize
transformations to
other concepts (e.g.
congruence)
Perform procedures
associated with circles
No
Coverage
Minor
Coverage
Moderate
Coverage
Major
Coverage
Decreased
Stayed the
Same
Increased
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DRAFT, for review only. Do not circulate without the permission of the authors.
12
Teacher Survey
Spring 2016
17. Thinking about your target group, how often do you engage in the following practices?
Never or
Hardly
Ever
Sometimes
(1-3 times
per month)
Often (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
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b.
Build students’ mathematical content
knowledge by covering concepts in
more depth when compared to
previous standards
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c.
Build students’ use of mathematical
language when presenting their ideas
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d.
Connect students’ mathematical
content knowledge across
mathematical topics
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e.
Provide opportunities for students to
apply mathematics to every-day
problems
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f.
Provide a balanced curriculum that
includes all of the following: conceptual
understanding, procedural skills and
fluency, and application of
mathematical skills
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g.
Integrate the Standards for
Mathematical Practice into my
curriculum and lesson planning
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h.
Use hands-on activities that foster
student participation in the Standards
of Mathematical Practice
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i.
Provide structured opportunities for
students to develop arguments and
have conversations to support their
mathematical reasoning
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j.
Assess students in their mathematical
practices skills (as opposed to content
skills)
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k.
Use model curriculum units developed
by the state
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DRAFT, for review only. Do not circulate without the permission of the authors.
13
Teacher Survey
Spring 2016
18. Thinking about your target group, when you provide mathematics instruction, to what extent
do you provide the following instructional supports (i.e., adaptations or scaffolding)?
I Do Not
Provide
This
Occasionally Provide
Often Provide
Always Provide
a.
Teach the same content
using simpler numbers
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b.
Teach the foundationallevel skills that students
with disabilities have
not yet mastered; then
have students with
disabilities apply newly
learned skills in the
context of the gradelevel content standards
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c.
Model explanations and
have the students with
disabilities practice
those explanations to
communicate (verbally
and in writing) about
mathematics
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d.
Simplify text that
contextualizes
mathematics problems
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e.
Read to the student text
that contextualizes
mathematics problems
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f.
Explicitly connect
hands-on materials to
pictorial representations
and to symbolic
representations of
problems
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g.
When multiple
strategies or algorithms
apply, focus primarily
on the one that's
easiest for the students
with disabilities to use
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DRAFT, for review only. Do not circulate without the permission of the authors.
14
Teacher Survey
Spring 2016
19. Thinking about your target group, when you provide mathematics instruction, to what extent
do you provide the following accommodations?
I Do Not
Provide This
Occasionally
Provide
Often
Provide
Always
Provide
a.
Extended time
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b.
An adult reader (i.e., adult reads
text to students)
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c.
A scribe (to record students'
responses)
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d.
Braille or large font
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DRAFT, for review only. Do not circulate without the permission of the authors.
15
Teacher Survey
Spring 2016
20. When you provide mathematics instruction to students with disabilities in your target group,
what percentage of time are you teaching to the grade-level standards (as opposed to
teaching to standards for a higher or lower grade level)?
Percentage of time spent teaching to grade-level
standards:
_ _ _%
21. Approximately what percentage of students with disabilities in your target group will be able
to meet the majority of mathematics standards for their grade-level by the end of the
academic year?
___%
of students with disabilities in my target group will meet the
majority of grade-level standards.
DRAFT, for review only. Do not circulate without the permission of the authors.
16
Teacher Survey
Spring 2016
B: Classroom Practices (ELA Teachers)



For the next set of questions, please focus on your instruction in English Language Arts or
reading to high school students with disabilities who you teach this year.
If you teach English Language Arts or reading to more than one group of students, please think
about your largest group of students with disabilities. For the purposes of this survey, this is your
target group.
Your target group may be in a setting in which you provide instruction to this group, which
includes students with disabilities, in a push-in or pull-out format.
22. How many students are enrolled in your target group?
Number of students:
___
23. How many of the students in this target group are students with disabilities?
Number of students with disabilities:
___
24. How do you provide instruction in this target group? (Select one)

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


I provide instruction to the whole class as the primary instructor  Skip to question 0
I collaborate with another teacher who provides instruction to the whole class
I provide instruction to a subset of students through a push-in format
I provide instruction to a subset of students through a pull-out format
Other. Please specify: ______________________________________
25. In your target group, to what extent do you coordinate your instruction with the mainstream
classroom teacher by doing each of the following?
Not
Applicable
a.
Joint lesson planning
b.
Co-teaching
c.
Consultation
d.
Monitoring and discussing
individual students’ progress
□
□
□
□
Never
Rarely
Sometimes
Often
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DRAFT, for review only. Do not circulate without the permission of the authors.
17
Teacher Survey
Spring 2016
26. Did you teach the same subject to students in the same grade as the target group before
your state started implementing the ELA Curriculum Framework in the 2012-13 school year?


Yes  [Conditional logic: if selected, respondent will get both parts of the next question]

No, I wasn’t a teacher before the 2012-13 school year  [Conditional logic: if selected,
respondent will not get part 2 of the next question]
No, I taught different subjects/grades  [Conditional logic: if selected, respondent will not
get part 2 of the next question]
DRAFT, for review only. Do not circulate without the permission of the authors.
18
Teacher Survey
Spring 2016
27. In your target group, what level of coverage did you give or do you plan to give each of the
following topics, and has your level of coverage decreased, stayed the same, or increased,
compared to your level of coverage in similar groups before Massachusetts started
implementing the ELA Curriculum Framework (i.e., the 2012-13 school year)?
Change in Coverage Relative to
Similar Groups Before Your State
Started Implementing the ELA
Curriculum Framework
Level of Coverage
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Analyze aesthetic aspects
of text (e.g., use of rhythm
or alliteration)
Analyze vocabulary choices
in different forms of text
(e.g., use of technical or
figurative language as
appropriate)
Apply rules for capitalization
and punctuation
Compare multiple texts on
the same theme
Demonstrate ability to write
for different purposes
Demonstrate correct
grammar rules
Demonstrate speaking and
listening skills in different
engagements with peers
(e.g., conversations,
discussions, debates)
Discuss the characteristics
of different genres of text
Locate and use textual
evidence to support
comprehension
Vary sentence construction
in writing
No
Coverage
Minor
Coverage
Moderate
Coverage
Major
Coverage
Decreased
Stayed the
Same
Increased
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DRAFT, for review only. Do not circulate without the permission of the authors.
19
Teacher Survey
Spring 2016
28. Thinking about your target group, how often do you engage in the following practices?
Never or
Hardly
Ever
Sometimes
(1-3 times
per month)
Often (1-3
times per
week)
Daily or
Almost
Daily
a.
Build content knowledge through
content-rich non-fiction
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□
□
□
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 regular 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
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
20
Teacher Survey
Spring 2016
29. When you provide ELA instruction to students with disabilities in your target group, to
what extent do you provide the following instructional supports (i.e., adaptations or
scaffolding)?
I Do Not
Provide
This
Occasionally
Provide
Often
Provide
Always
Provide
a.
Ensure adequate background
knowledge on text before having
students with disabilities work on those
passages.
□
□
□
□
b.
Pre-teach key vocabulary & concepts
needed to comprehend the text
□
□
□
□
c.
Highlight main ideas in passages and
structure activities to help students with
disabilities generate text-based and
out-of-text-based inferences related to
the highlighted sections.
□
□
□
□
d.
Provide opportunities for repeated
reading.
□
□
□
□
e.
Provide explicit instruction about text
structure.
□
□
□
□
f.
Provide graphic models/organizers for
students with disabilities to fill in 'gaps'
in text.
□
□
□
□
g.
Structured peer-mediated activities for
which higher-performing readers have
been taught to take turns with, provide
explanations to, and support word
recognition among lower-performing
readers.
□
□
□
□
30. Thinking about your target group, when you provide ELA instruction to students with
disabilities, to what extent do you provide the following test accommodations?
I Do Not
Provide This
Occasionally
Provide
Often
Provide
Always
Provide
a.
Extended time
□
□
□
□
b.
An adult reader (i.e., adult reads
text to students)
□
□
□
□
c.
A scribe (to record students'
responses)
□
□
□
□
d.
Braille or large font
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
21
Teacher Survey
Spring 2016
31. Thinking about your target class, when you provide instruction to students with
disabilities, what percentage of time are you teaching to the grade-level standards (as
opposed to teaching to standards for a higher or lower grade level)?
Percentage of time spent teaching to grade-level standards
_ _ _%
32. Approximately what percentage of students with disabilities in your target group will be able
to meet the majority of ELA standards for their grade-level by the end of the academic year?
___%
of students with disabilities in my target group
DRAFT, for review only. Do not circulate without the permission of the authors.
22
Teacher Survey
Spring 2016
[Green highlighted text will read “ELA” if the teacher is taking the ELA version and “mathematics”
if the teacher is taking the mathematics version.]
C: State ELA/Mathematics Curriculum Framework
33. Which option below best describes your familiarity with the ELA/Mathematics Curriculum
Framework for the grade(s) you teach?



I am unfamiliar or only slightly familiar with the ELA/Mathematics Curriculum Framework.
I have a general understanding of the ELA/Mathematics Curriculum Framework, but I am
not familiar enough with all the details to be able to use them in the development of
lessons and assessments.
I have a detailed understanding of the ELA/Mathematics Curriculum Framework.
34. How well prepared are you to teach to the ELA/Mathematics Curriculum Framework for the
students in the grade(s) you teach?




I do not feel prepared
I feel slightly prepared
I feel moderately well prepared
I feel well prepared
DRAFT, for review only. Do not circulate without the permission of the authors.
23
Teacher Survey
Spring 2016
35. Please indicate your level of agreement with the following statements.
a.
b.
c.
d.
SELECT ONE RESPONSE PER ROW
The ELA/Mathematics Curriculum
Framework positively affects the degree to
which ELLs are prepared for college and
career.
The ELA/Mathematics Curriculum
Framework makes learning relevant to ELL
students’ everyday lives.
I have made instructional shifts over the
last year to ensure students meet the
expectations of the state’s current
ELA/Mathematics Curriculum Framework.
ELA/Mathematics state assessments
provide useful information about how well
my ELLs are mastering the state
standards.
e. The results from ACCESS for ELLs are
useful for improving my practice.
Don’t
know
Disagree
Somewhat
disagree
Somewhat
agree
Agree
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
24
Teacher Survey
Spring 2016
36. Please indicate your level of agreement with the following statements.
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
a.
The ELA/mathematics Curriculum Framework
clearly indicates the content (topics and
cognitive demands) I should teach.
□
□
□
□
b.
The ELA/mathematics Curriculum Framework
clearly indicates the content (topics and
cognitive demands) I should not teach.
□
□
□
□
c.
I have received guidance from my district or
state that clearly indicates the order in which I
should teach each content area in the
ELA/mathematics Curriculum Framework.
□
□
□
□
d.
I have received guidance from my district or
state that clearly indicates how much time I
should spend on each content area in the
ELA/mathematics Curriculum Framework.
□
□
□
□
37. Please indicate your level of agreement with the following statements.
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
a.
My district has made teaching to the
ELA/mathematics curriculum framework a
major priority.
□
□
□
□
b.
My principal has made teaching to the
ELA/mathematics curriculum framework a
major priority.
□
□
□
□
c.
Teachers who poorly implement the
ELA/mathematics curriculum framework will
have a lower summative evaluation rating.
□
□
□
□
d.
There are negative repercussions for
teachers at this school whose students with
disabilities perform poorly on the state
standardized assessment.
□
□
□
□
e.
Teachers at this school are recognized for
using exemplary classroom practices that
support the ELA/mathematics curriculum
framework.
□
□
□
□
f.
Teachers at this school are recognized for the
achievement gains of their students with
disabilities on state standardized
assessments.
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
25
Teacher Survey
Spring 2016
38. Please answer each of the three questions on the following supports you receive for the
ELA/MATHEMATICS Curriculum Framework. a) Which of the following supports for
implementing the ELA/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
SELECT ONE
RESPONSE
PER ROW
Implementation
How helpful was the support?
c.
Do you need
more of this
type of
support?
Implementation
Have you used
this support?
Somewhat
helpful
Helpful
Very
Helpful
Yes
No
Yes
No
Not
helpful
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):
□
□
□
□
□
□
□
□
___________________
DRAFT, for review only. Do not circulate without the permission of the authors.
26
Teacher Survey
Spring 2016
39. Please indicate your opinion on the degree to which the following are aligned to the
ELA/Mathematics Curriculum Framework.
[
Not at All Somewhat
Aligned
Aligned
Aligned
Strongly
Aligned
Not
Applicable
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.
ELA/Mathematics textbooks used in
your school
□
□
□
□
□
g.
ELA/Mathematics curriculum
selected or developed by your district
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
h.
i.
j.
State-developed or organized
professional development activities
that I’ve participated in this year
District-developed or organized
professional development activities
that I’ve participated in this year
Administrator feedback provided to
you from classroom observations
(e.g., walk-throughs, formal
observations)
40. Including this current school year, how long do you believe the following will remain in effect?
a.
The current ELA/Mathematics
Curriculum Framework
1-2 Years
3 Years
4 Years
5+ Years
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
27
Teacher Survey
Spring 2016
D: Educator Growth and Development
41. 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
Availability
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. Conferences organized by
local, regional or national
organizations
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 peerled collaborative
opportunities)
i. Other (specify)
___________________
SELECT ONE RESPONSE
PER ROW
Impact on Strengthening Your Practice
Not
Available
Available But
Did Not
Participate
Participated
No Impact
Limited
Impact
Moderate
Impact
Strong
Impact
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
28
English Language Learner Teacher Survey
Spring 2016
42. 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).
1
2
3
4
0
d
□
□
□
□
□
□
Not at all
Small extent
Moderate extent
Large extent
I was not evaluated in 2014-2015
Don’t know
DRAFT, for review only. Do not circulate without the permission of the authors.
29
English Language Learner Teacher Survey
Spring 2016
43. Indicate your level of agreement with the following statements about all the professional
development activities that you are participating in during the 2015-16 school year (including
summer 2015). My professional development activities are …
SELECT ONE RESPONSE PER ROW
NOT
APPLICABLE
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
NO OPINION
a. improving my content knowledge of the
academic subjects I teach.
□
□
□
□
□
□
b. advancing my understanding of
effective instructional strategies for
students with disabilities.
□
□
□
□
□
□
c. having a positive impact on my
classroom instruction for students with
disabilities.
□
□
□
□
□
□
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 with
disabilities.
□
□
□
□
□
□
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 my
students with disabilities who are ELL
students.
□
□
□
□
□
□
□
□
□
□
□
□
j. Other (please specify)
____________________________
DRAFT, for review only. Do not circulate without the permission of the authors.
30
English Language Learner Teacher Survey
Spring 2016
44. 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.)
SELECT ONE RESPONSE PER ROW
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
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.
□
□
□
□
45. Which of the following sentences best describes the impact of your collaboration with other
teachers? As a result of my collaboration with other teachers…
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.
DRAFT, for review only. Do not circulate without the permission of the authors.
31
English Language Learner Teacher Survey
Spring 2016
46. 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 201516 school year (including summer 2015), who has provided you with feedback related to your
instruction?
□
□
□
□
□
□
□
□
1
2
2
3
4
5
6
7
Colleague/Peer
Mentor
Coach
Administrator
Students
Parents/Families
External Experts
Other; please specify_____________________________
47. How would you characterize the frequency and impact of the feedback provided on
strengthening your instructional practice?
Frequency
From
a. Colleague/Peer
b. Mentor
c. Coach
d. Administrator
e. Students
f. Parents/Families
g. External Experts
h. Other:
____________
Impact
Little
Feedback
Provided
Occasional
Feedback
Provided
Regular
Feedback
Provided
No
Impact
Limited
Impact
Moderate
Impact
Strong
Impact
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
32
English Language Learner Teacher Survey
Spring 2016
48. 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
49. During the 2015-16 school year, to what extent did the feedback (oral or written) you
received based on a classroom observation focus on the following topic areas?
Not at All
Minimal
Extent
Moderate
Extent
Great
Extent
a.
Pedagogical content knowledge
□
□
□
□
b.
Classroom organization
□
□
□
□
c.
Emotional support for students
□
□
□
□
d.
Instructional strategies to help special
education students (including those with mild
learning disabilities but excluding those with
severe or profound disabilities)
□
□
□
□
e.
Instructional strategies to help English
language learners
□
□
□
□
f.
How to align my teaching to the
ELA/Mathematics curriculum framework
□
□
□
□
g.
Behavior management
□
□
□
□
h.
Other (please specify): ______________
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
33