Assessment Survey

When it comes to professional development at your school, your voice matters!

The following survey aims to get your perspective in three broad areas: instruction, school culture, and professional learning. Most of the questions ask you simply to indicate the degree to which you agree/disagree with the statements.

Please use the following scale:
1= strongly disagree, 2 = disagree, 3 = neither agree/disagree, 4 = agree, 5 = strongly agree, n/a= not applicable/no answer

This survey is entirely anonymous – your school administrators will receive only aggregated data, not specific survey responses. So, please be as candid and complete as possible in your responses (especially the “open response” questions – #22, #36, #60 and #61).

The survey should take about 20-25 minutes to complete.

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How do your teachers typically organize and implement their instruction to promote educational excellence and student learning for all learners?

1. At my school, all teachers have clearly defined learning objectives for each lesson, unit, and course as a whole.
2. My school has an articulated vision for what Jewish and General Studies will teach (i.e., “portrait of a graduate’s knowledge and skills”).
3. My school uses standards for the Jewish and General Studies curricula.
4. My school has a written Jewish and General Studies curriculum (or scope/sequence) for all grades.
5. My school regularly reviews Jewish and General Studies curriculum (or scope/sequence) for all grades.
6. My school uses authentic assessments in Jewish Studies and General Studies.
7. My school uses explicit pacing guides.
8. Teachers in my school reasonably align defined learning objectives to the time available in individual classes and across the span of the school year.
9. Teachers in my school (General and Judaic studies) prepare lesson plans that take into account diverse learners by delineating different instructional strategies/approaches that align to students’ individual needs.
10. School leaders communicate the value in serving diverse learners (especially as a Jewish value).
11. School leaders hold staff accountable for accommodating struggling learners.
12. Teachers consistently demonstrate commitment that all students can and do make learning progress.
13. Students who require additional support are provided sufficient intervention and/or in-class assistance opportunities that match their specific needs.
14. Teachers design lessons to accommodate more advanced learners with enrichment activities and projects.
15. Teachers at my school provide frequent opportunities for student voice and value student input within the context of daily teaching.
16. Students are consistently engaged in higher-order thinking activities and tasks.
17. Students and teachers demonstrate a growth mindset by holding and meeting high expectations for performance and encouraging challenging work.
18. Teachers are skilled at a range of explicit teaching techniques to ensure depth of student learning.
19. Teachers at my school frequently check for student understanding (including the use of formative assessments).
20. Teachers at my school appropriately address student misconceptions or inability to access content.
21. Students know the learning objectives and have opportunities to demonstrate their learning in various ways (traditional and alternative/authentic assessments).

In the realm of school culture, what are your school’s strengths and areas for growth?

23. Teachers hold and communicate spiritual and/or ethical expectations embedded within academic lessons.
24. Our school has a written statement of how academic learning aligns to ethical teachings.
25. Teachers take opportunities to promote spiritual or ethical lessons within their classrooms.
26. Teachers can define “intrinsic motivation” and understand how they might promote it within their classrooms.
27. My school actively promotes expectations to treat all students fairly and equally.
28. Our school has in place a well-defined protocol for managing behavior disruptions, and all staff understand the protocol and how to execute it.
29. Teachers consistently manage student behavior proactively and implement techniques to respond to positive behavior, while implementing consequences for unacceptable behaviors with discretion.
30. Our school has effective systems in place for social emotional support of students who have psychological or other diagnosed needs.
31. Our school employs an SEL curriculum, consistently applying its principles and methods
32. Our school provides a safe space for learning and for developing positive relationships with adults and peers.
33. All constituencies (administrators, faculty, parents) communicate respectfully with one another.
34. The leadership team establishes open lines of communication between administration and staff, with ample opportunities for faculty to provide feedback on a range of issues related to instructional quality and staff morale.
35. The leadership team is appropriately responsive to parent feedback on issues related to instructional quality and meeting the needs of all learners.

Describe the professional learning you provide and/or require for your teachers.

37. Teacher contracts delineate the number of hours and types of professional development teachers must participate in over the course of the year.
38. At my school, teachers demonstrate a steady commitment to improving their instructional practice.
39. My school has a clear and holistic plan in place aligning all professional learning activities (including coaching, observations, content workshops, etc.) to our educational priorities.
40. At my school, professional learning (especially group sessions) is well-designed and executed, connecting closely to classroom practice and/or our school’s educational priorities.
41. Professional learning content and schedule are based on the needs of teachers, and teachers are encouraged (or required) to set personal goals for improved practice.
42. Teachers can identify and consistently use specific instructional practices and/or strategies that they have gained through professional learning opportunities (e.g., collaboration, workshops/trainings, coaching, etc.).
43. School-based specialists (e.g., music, art, learning support, etc.) are incorporated into relevant professional development to ensure consistency across the whole school.
44. The leadership team implements an effective system to support and assess how teachers develop and deliver high-quality lessons.
45. Our school has a designated administrator (principal, department chair, etc.) responsible for developing and overseeing professional learning.
46. My school identifies expertise from among faculty and draws on this knowledge to further develop professional learning for all teachers.
47. The leadership team offers frequent opportunities and adequate supports for educators to take on leadership roles (e.g., organizing/leading professional learning sessions, coaching peers, developing curriculum, etc.).
48. School administrators seek teacher leadership and input around the design and implementation of professional learning activities.
49. Novice teachers in our school get extra support in their first one or two years of teaching.
50. Novice teachers in our school are required to participate in an on-boarding program.
51. At my school, teachers demonstrate a ready willingness to collaborate with peers toward instructional improvement.
52. The schedule at my school allows ample opportunity for collaboration within and/or across grades and subjects.
53. The teachers at my school at times act as coaches for each other, providing constructive feedback on how to strengthen instruction.
54. School leadership encourages and expects teachers to work together to develop curricular innovations or modifications.
55. Our teachers trust and respect one another.
56. My school has in place a solid coaching infrastructure, such that teachers and learning specialists regularly receive coaching from instructional experts (and/or supervisors) on how to improve their capacity to enable all learners to succeed.
57. My school provides coaching in a way that is differentiated with those in challenging situations receiving more support.
58. At my school, teachers and other staff are observed periodically in their classrooms, receiving actionable feedback from supervisors on how to strengthen practice to meet high expectations.
59. Our teachers visit each other's lessons and provide constructive feedback.
62. What grade(s) do you teach? Check all that apply.
63. What subject(s) do you teach? Check all that apply.

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Fostering whole-school professional learning cultures
Cultivating students’ success and love of learning

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