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
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.
English Language Learner 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?
SELECT ALL THAT APPLY
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12
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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
English Language Learner Teacher Survey
Spring 2016
3. This school year (2015-16), are you the teacher of record for students in any of the following
subjects?
[Conditional Logic: teachers will only receive 3a if they had selected “English/Language
arts/reading/writing” in question 2; teachers will only receive 3b if they selected “Mathematics” in
question 2]
Yes
No
a. English/ Language Arts/Reading/Writing
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b. Mathematics
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DRAFT, for review only. Do not circulate without the permission of the authors.
2
English Language Learner Teacher Survey
Spring 2016
[The ELL teacher survey will be administered to teachers who selected any of grades 9-12 in in question
#1, and who selected “English Language Development” in question 2, and who we identify through
additional conditional logic in the ELL teacher survey (below).]
In this survey, English Language Learners (ELL) refers to the subset of children who have been identified
as not fully English proficient on the ACCESS for ELLs assessment (Assessing Comprehension and
Communication in English State-to-State for English Language Learners) or other district criteria and
receive English Language Development (ELD) or bilingual education support provided by you or another
teacher. When we ask questions about ELLs, answer only for these students. Please do not answer for
students who have never been or are no longer identified as ELLs.
4. Which staff assignment category best describes your primary teaching role?
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An ESL teacher providing English language development (ELD) or English as a second
language (ESL) instruction to students who are ELLs
The sole content teacher providing instruction to ELLs and teaching in their native language
(This assignment includes instructors in Transitional Bilingual Education (TBE) or Dual
Language classrooms.)
An ESL teacher collaborating with the content teacher to teach language related to content
but who is not the sole or lead teacher
Other teacher of ELL; please specify: _________________________________
None of the above
[SKIP LOGIC: If the respondent indicates “None of the above” s/he will stop here]
DRAFT, for review only. Do not circulate without the permission of the authors.
3
English Language Learner 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 ELLs overall,
and at each of the following grade levels?
Please do not include student teaching.
Years
Months
a.
Total amount of time teaching ELLs
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b.
Total amount of time teaching ELLs in elementary school grades
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c.
Total amount of time teaching ELLs in middle school grades
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d.
Total amount of time teaching ELLs in high school grades
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DRAFT, for review only. Do not circulate without the permission of the authors.
4
English Language Learner Teacher Survey
Spring 2016
7. Do you teach mathematics to high school ELLs in THIS school?
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Yes  Go to question 9.
No  Go to the next question.
[Conditional logic: If the respondent chooses “yes”, they will get the high school math classroom practice
and general questions in this survey ONLY.]
8. Do you teach ELA to high school ELLs?
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Yes  Go to question 24.
No  Thank you, you are done with the survey.
[Conditional logic: If the respondent chooses “yes”, they will get the high school ELA classroom practice
and general questions in this survey ONLY.
If the respondent is a high school English Language Development teacher but does not teach math, ELA,
or ELD to high school students, s/he will stop here.]
DRAFT, for review only. Do not circulate without the permission of the authors.
5
English Language Learner 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, ELLs?
PLEASE SELECT all that apply.
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Pre-algebra
Algebra  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
Pre-calculus
Calculus
Trigonometry
Other, specify: ___________________
[Conditional logic: If respondent DOES NOT select Algebra, Advanced Algebra or Algebra II, or
Geometry, they will receive question 10. If they select Algebra, Advanced Algebra or Algebra II, or
Geometry, they will skip question 100, and receive question 111]
DRAFT, for review only. Do not circulate without the permission of the authors.
6
English Language Learner Teacher Survey
Spring 2016
[TARGET CLASS instructions for high school teachers who DO NOT teach algebra or geometry]
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For the next set of questions, we would like you to think about your largest group or class of ELLs
that focuses on mathematics instruction. For the purposes of this survey, this is your target
class.
Your target class may be in a setting in which you provide instruction to the whole class, or you
may provide instruction to a group of ELLs 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 ELLs (i.e., your target class)?
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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
[TARGET CLASS instructions for high school teachers who teach algebra or geometry]
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For the next set of questions, we would like you to think about the largest group or class of ELLs
that focuses on mathematics instruction in algebra or geometry that you teach this year. For
the purposes of this survey, this is your target class.
Your target group may be in a setting in which you provide instruction to the whole class, or you
may provide instruction to a group of ELLs in a push-in or pull-out format.
11. Which of the following best describes your largest group or class of ELLs that focuses on
mathematics instruction in algebra or geometry (i.e., your target class)?
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Algebra or Algebra I
Advanced Algebra or Algebra II
Geometry
12. How many students are enrolled in this target class? (Please fill in the blank)
Number of students:
___
13. How many of the students in this target class are ELLs? (Please fill in the blank)
Number of ELLs:
___
DRAFT, for review only. Do not circulate without the permission of the authors.
7
English Language Learner Teacher Survey
Spring 2016
14. What is the English proficiency level of the ELLs in your target class?
Please indicate the approximate percentage of ELLs in each proficiency level.
ELL Proficiency Levels
Approximate Percentage of ELLs
a.
Levels 1-2 (entering or beginning level
proficiency)
________%
b.
Levels 3-4 (developing or expanding level
proficiency)
________%
c.
Level 5 or above (bridging or reaching level
proficiency)
________%
15. How do you provide instruction in this target class? (Check one)
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I provide instruction to the whole class as the primary instructor. [Conditional logic: if
selected, respondent will not get next question.]
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: ____________________________________
16. In your target class, to what extent do you coordinate your instruction with the mainstream
classroom teacher by doing each of the following?
a.
Joint lesson planning
b.
Co-teaching
c.
Consultation
d.
Monitoring individual students’ progress
Never
Rarely
Sometimes
Often
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17. Did you teach the same subject to students in the same grade as the target class before
Massachusetts 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]
No, I taught different subjects/grades  [Conditional logic: if selected, respondent will
not get part 2 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]
DRAFT, for review only. Do not circulate without the permission of the authors.
8
English Language Learner Teacher Survey
Spring 2016
18. [For ELL Teachers who Teach High School Algebra] In your target class, 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 classes before your state started implementing the Mathematics Curriculum
Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Classes Before Your State
Started Implementing the
Mathematics Curriculum Framework
Level of Coverage
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.
9
English Language Learner Teacher Survey
Spring 2016
[For ELL Teachers who 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 classes before your state started implementing the Mathematics
Curriculum Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Classes Before Your State
Started Implementing the
Mathematics Curriculum
Framework
Level of Coverage
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.
10
English Language Learner Teacher Survey
Spring 2016
[For ELL Teachers who Teach High School Geometry]In your target class, 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 classes before your state started implementing the Mathematics Curriculum
Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Classes Before Your State
Started Implementing the
Mathematics Curriculum
Framework
Level of Coverage
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 triangles
Use geometry to model
situations (e.g., use
circles, three-dimensional
objects to model realworld 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.
11
English Language Learner Teacher Survey
Spring 2016
19. Thinking about your target class, 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 previous learning
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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 they present 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 culturally
appropriate 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
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.
12
English Language Learner Teacher Survey
Spring 2016
20. Thinking about your target class, 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
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a.
Home language support
b.
Model explanations AND have
ELLs practice those explanations
to communicate (verbally and in
writing) about mathematics
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c.
Simplify text that contextualizes
mathematics problems
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d.
Explicitly connect hands-on
materials BOTH to pictorial
representations and to symbolic
representations of problems
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e.
When multiple strategies or
algorithms apply, focus primarily
on the one that's easiest for the
ELLs to use
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21. Thinking about your target class, when you provide mathematics instruction to ELLs, to
what extent do you provide the following test accommodations?
a.
Extended time
b.
Translated version of the test
c.
Simplified language
I do not
provide this
Occasionally
provide
Often
provide
Always
provide
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DRAFT, for review only. Do not circulate without the permission of the authors.
13
English Language Learner Teacher Survey
Spring 2016
22. When you provide mathematics instruction to ELLs in your target class, what percent 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:
_ _ _%
23. Approximately what percentage of ELLs in your target class will be able to meet the majority
of mathematics standards for their grade-level by the end of the academic year?
___%
of ELLs in my target class will meet the majority of grade-level
standards.
DRAFT, for review only. Do not circulate without the permission of the authors.
14
English Language Learner Teacher Survey
Spring 2016
B: Classroom Practices (ELA/ELD Teachers)
The next questions will ask you to answer questions about your target class.

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
Please focus on your instruction in English Language Arts to ELLs who you teach this year.
If you teach English Language Arts to more than one group of students, please think about
your largest group of ELLs who you teach this year. For the purposes of this survey, this is your
target class.
Your target group may be in a setting in which you provide instruction to the whole class, or you
may provide instruction to a group of ELLs in a push-in or pull-out format.
24. How many students are enrolled in your target class? (Please fill in the blank)
Number of students:
___
25. How many of the students in this target class are ELLs? (Please fill in the blank)
Number of ELLs:
___
DRAFT, for review only. Do not circulate without the permission of the authors.
15
English Language Learner Teacher Survey
Spring 2016
26. What is the English proficiency level of the ELLs in your target class?
Please indicate the approximate percentage of ELLs in each proficiency level.
ELL Proficiency Levels
Approximate Percentage of ELLs
a.
Levels 1-2 (entering or beginning level
proficiency)
________%
b.
Levels 3-4 (developing or expanding level
proficiency)
________%
c.
Level 5 or above (bridging or reaching level
proficiency)
________%
27. How do you provide instruction in this target class? (Check one)





I provide instruction to the whole class as the primary instructor. [Conditional logic: if
selected, respondent will not get next question.]
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: ____________________________________
28. In your target class, to what extent do you coordinate your instruction with the mainstream
classroom teacher by doing each of the following?
a.
Joint lesson planning
b.
Co-teaching
c.
Consultation
d.
Monitoring and discussing individual
students’ progress
Never
Rarely
Sometimes
Often
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29. Did you teach the same subject to students in the same grade as the target class before
Massachusetts 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 taught different subjects/grades  [Conditional logic: if selected, respondent will
not get part 2 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]
30. In your target class, 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 classes before your state started implementing
the ELA Curriculum Framework (i.e., before the 2012-13 school year)?
DRAFT, for review only. Do not circulate without the permission of the authors.
16
English Language Learner Teacher Survey
Spring 2016
Change in Coverage Relative to
Similar Classes 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 use of
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.
17
English Language Learner Teacher Survey
Spring 2016
31. Thinking about your target class, 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
□
□
□
□
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
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
18
English Language Learner Teacher Survey
Spring 2016
32. When you provide ELA instruction to ELLs in your target class, 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.
Additional time to work
□
□
□
□
b.
Sentence frames for oral and
written work
□
□
□
□
c.
Direct instruction in academic
vocabulary related to ELA
concepts
□
□
□
□
e.
Connections to prior knowledge
and experiences
□
□
□
□
f.
Home language support
□
□
□
□
g.
Visuals, realia, or gestures
□
□
□
□
h.
Glossaries and other reference
materials
□
□
□
□
i.
Graphic organizers
□
□
□
□
33. Thinking about your target class, when you provide ELA instruction to ELLs, to what extent
do you provide the following test accommodations?
a.
Extended time
b.
Translated version of the test
c.
Simplified language
I do not
provide this
Occasionally
provide
Often
provide
Always
provided
□
□
□
□
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
19
English Language Learner Teacher Survey
Spring 2016
34. Thinking about your target class, when you provide instruction to ELLs, 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)?
Amount of time spent teaching to grade-level standards:
_ _ _%
35. Approximately what percentage of ELLs in your target class will be able to meet the majority
of ELA standards for their grade-level by the end of the academic year?
___%
of ELLs in my target class.
DRAFT, for review only. Do not circulate without the permission of the authors.
20
English Language Learner 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
36. 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.
37. 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 prepared
I feel well prepared
38. Which option below best describes your familiarity with the English Language Proficiency
(ELP) standards in your state?



I am unfamiliar or only slightly familiar with the ELP standards.
I have a general understanding of the ELP standards 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 ELP standards.
39. When you provide ELA or ELD instruction to ELLs in your target class, how often do you
consult the ELA Curriculum Framework or the English Language Proficiency (ELP)
standards? (Please circle one response for each row.)
Standards
a.
ELA Curriculum Frameworks
b.
English Language Proficiency
Standards
Never
Rarely
Sometimes
Often
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
21
English Language Learner Teacher Survey
Spring 2016
40. Please indicate your level of agreement with the following statements.
Don’t
know
Disagree
Somewhat
disagree
Somewhat
agree
Agree
a. The ELA/Mathematics Curriculum Framework
positively affects the degree to which ELLs are
prepared for college and career.
□
□
□
□
□
b. The ELA/Mathematics Curriculum Framework
makes learning relevant to ELL students’
everyday lives.
c. I have made instructional shifts over the last
year to ensure students meet the expectations
of the state’s current ELA/Mathematics
Curriculum Framework.
□
□
□
□
□
□
□
□
□
□
d. 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.
□
□
□
□
□
SELECT ONE RESPONSE PER ROW
DRAFT, for review only. Do not circulate without the permission of the authors.
22
English Language Learner Teacher Survey
Spring 2016
41. Please indicate your 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.
□
□
□
□
42. 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 ELLs 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 ELLs on state
standardized assessments.
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
23
English Language Learner Teacher Survey
Spring 2016
43. Please answer each of the three questions on the following supports you receive for the
ENGLISH LANGUAGE ARTS (ELA) Curriculum Framework or the state English Language
Proficiency (ELP) standards/MATHEMATICS. 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
a. Have you had
this support?
b.
How helpful was support?
c. 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 ELA/Mathematics state
standards
□
□
□
□
□
□
□
□
b. Textbooks aligned to the state ELP standards
□
□
□
□
□
□
□
□
c. Curriculum resources aligned to the
ELA/Mathematics state standards
□
□
□
□
□
□
□
□
d. Curriculum resources aligned to the state ELP
standards
□
□
□
□
□
□
□
□
e. Formative or diagnostic assessments aligned to
the ELA/Mathematics state standards.
□
□
□
□
□
□
□
□
f. Digital tools (on-line textbooks, webinars, videos,
on-line communities, etc.)
□
□
□
□
□
□
□
□
g. Digital tools (on-line textbooks, webinars, videos,
on-line communities, etc.) aligned to the state
ELP standards
h. Information about how the ELA/Mathematics
state standards change what is expected of
students
i. Information about how the state standards
change what is expected of my instructional
practice
j. Professional development on the
ELA/Mathematics state standards
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
k. Professional development on the state ELP
standards
□
□
□
□
□
□
□
□
l. Other (specify):
□
□
□
□
□
□
□
□
__________________
DRAFT, for review only. Do not circulate without the permission of the authors.
24
English Language Learner Teacher Survey
Spring 2016
44. 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 assessments used by your
district
□
□
□
□
□
b.
State-mandated ELP assessment
(ACCESS for ELLs)
□
□
□
□
□
c.
District-mandated summative assessments
d.
School-created summative assessments
e.
Teacher-created summative assessments
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
f.
Formative or diagnostic assessments used
district-wide
□
□
□
□
□
English/Language Arts/Mathematics
textbooks used in your school
English/Language Arts/Mathematics
curriculum selected or developed by your
district
ELD curriculum selected or developed by
your district
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 (i.e., walkthroughs, formal observations)
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
g.
h.
i.
j.
k.
l.
45. Including this current school year, how long do you believe each of the following will remain
in effect?
a.
b.
The current ELA/Mathematics Curriculum
Framework
The current ELP standards you are using this year
(i.e. WIDA standards)
1-2 Years
3 Years
4 Years
5+ Years
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
25
English Language Learner Teacher Survey
Spring 2016
D: Educator Growth and Development
46. 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?
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
SELECT ONE RESPONSE
PER ROW
AVAILABILITY
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.
26
English Language Learner Teacher Survey
Spring 2016
47. 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
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.
27
English Language Learner Teacher Survey
Spring 2016
48. 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 ELLs.
□
□
□
□
□
□
c. having a positive impact on my
classroom instruction for ELLs.
□
□
□
□
□
□
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 ELLs.
□
□
□
□
□
□
g. well-aligned to the MA Standards
and Indicators of Effective
Teaching.
□
□
□
□
□
□
i. helping me teach content aligned
to the curriculum frameworks to
ELL students.
□
□
□
□
□
□
j. helping me teach content aligned
to the curriculum frameworks to
my ELL students with disabilities.
□
□
□
□
□
□
□
□
□
□
□
□
k. Other (please specify)
____________________________
a.
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28
English Language Learner Teacher Survey
Spring 2016
49. 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.
□
□
□
□
50. 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.
DRAFT, for review only. Do not circulate without the permission of the authors.
29
English Language Learner Teacher Survey
Spring 2016
51. 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 provided you with feedback related to your
instruction?
SELECT ALL THAT APPLY
□
□
□
□
□
□
□
□
1
2
2
3
4
5
6
7
Colleague/Peer
Mentor
Coach
Administrator
Students
Parents/Families
External Experts
Other; please specify_____________________________
52. How would you characterize the frequency and impact of the feedback provided on
strengthening your instructional practice?
54a. FREQUENCY
From
a. Colleague/Peer
b. Mentor
c. Coach
d. Administrator
e. Students
f. Parents/Families
g. External Experts
h. Other
____________
54b. IMPACT
LITTLE
FEEDBACK
PROVIDED
OCCASIONAL
FEEDBACK
PROVIDED
REGULAR
FEEDBACK
PROVIDED
NO IMPACT
LIMITED
IMPACT
MODERATE
IMPACT
STRONG
IMPACT
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
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□
□
□
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□
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□
DRAFT, for review only. Do not circulate without the permission of the authors.
30
English Language Learner Teacher Survey
Spring 2016
53. 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
NOT AT
ALL
EFFECTIVELY IMPLEMENT
SMALL MODERATE LARGE
NOT
VERY
EXTENT EXTENT
EXTENT HELPFUL HELPFUL 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
54. 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.
31