Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MALLORY ELEM., DALLAS CO. R-I School District

School Guidance Counselor
fac1a Frequency Percent
NO 57 96.61
YES 2 3.39

Library Media Specialist
fac1b Frequency Percent
NO 58 98.31
YES 1 1.69

Special Education Teacher
fac1c Frequency Percent
NO 54 91.53
YES 5 8.47

Classroom Teacher
fac1d Frequency Percent
NO 22 37.29
YES 37 62.71

Administrator
fac1e Frequency Percent
NO 57 96.61
YES 2 3.39

Other Certificated Faculty
fac1f Frequency Percent
NO 45 76.27
YES 14 23.73

Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MALLORY ELEM., DALLAS CO. R-I School District

  Strongly
Agree		 Agree Neutral Disagree Strongly
Disagree		  
Question N Pct. N Pct. N Pct. N Pct. N Pct. Number
Missing
2 - My school collaborates with community agencies to meet the needs of students 15 25.4 36 61.0 7 11.9 1 1.7 0 0.0 0
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 12 20.3 41 69.5 2 3.4 4 6.8 0 0.0 0
4 - I emphasize the importance of effort with students 46 78.0 13 22.0 0 0.0 0 0.0 0 0.0 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 7 12.3 35 61.4 8 14.0 7 12.3 0 0.0 2
6 - There is adequate collaboration between special education staff and classroom teachers in our school 5 8.8 35 61.4 12 21.1 5 8.8 0 0.0 2
7 - There is adequate professional development for teachers working with special education students in our school 4 7.4 23 42.6 17 31.5 9 16.7 1 1.9 5
8 - My school's administration protects instructional time available to teachers from interruptions. 26 44.1 30 50.8 2 3.4 1 1.7 0 0.0 0
9 - Our principal uses classroom management as part of our evaluation 27 47.4 28 49.1 2 3.5 0 0.0 0 0.0 2
10 - Clear rules that promote good behavior are enforced in our school 24 41.4 33 56.9 1 1.7 0 0.0 0 0.0 1
11 - Clear rules regarding behavior have been established in my classroom 38 70.4 15 27.8 1 1.9 0 0.0 0 0.0 5
12 - Educators in our school use effective practices to promote positive behavior 21 35.6 36 61.0 2 3.4 0 0.0 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 22 37.9 32 55.2 4 6.9 0 0.0 0 0.0 1
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 18 30.5 38 64.4 3 5.1 0 0.0 0 0.0 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 13 22.0 39 66.1 6 10.2 1 1.7 0 0.0 0
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 7 12.5 26 46.4 14 25.0 8 14.3 1 1.8 3
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 10 17.9 35 62.5 7 12.5 4 7.1 0 0.0 3
18 - Effective vehicles are in place for parents and community to communicate with the school 15 25.4 37 62.7 5 8.5 2 3.4 0 0.0 0
19 - In our school we communicate effectively to parents and the community 19 32.2 31 52.5 8 13.6 1 1.7 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 29 49.2 28 47.5 2 3.4 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 10 19.6 35 68.6 4 7.8 2 3.9 0 0.0 8
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 22 39.3 32 57.1 1 1.8 1 1.8 0 0.0 3
23 - My school administers assessments througout the school year that are used to guide instruction 22 41.5 24 45.3 7 13.2 0 0.0 0 0.0 6
24 - My school uses assessment data to evaluate and align the curriculum 23 41.1 31 55.4 2 3.6 0 0.0 0 0.0 3
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 15 25.4 36 61.0 8 13.6 0 0.0 0 0.0 0
26 - Student opinions are valued by teachers and administrators 12 21.1 37 64.9 8 14.0 0 0.0 0 0.0 2
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 5 10.0 21 42.0 19 38.0 5 10.0 0 0.0 9
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 16 27.6 35 60.3 7 12.1 0 0.0 0 0.0 1
29 - Individual student differences are appreciated at our school 14 23.7 40 67.8 5 8.5 0 0.0 0 0.0 0
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 5 9.8 17 33.3 21 41.2 8 15.7 0 0.0 8
31 - In our school teachers are encouraged to be instructional leaders 27 46.6 28 48.3 3 5.2 0 0.0 0 0.0 1
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 27 46.6 30 51.7 1 1.7 0 0.0 0 0.0 1
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 26 45.6 29 50.9 2 3.5 0 0.0 0 0.0 2
34 - Our principal identifies issues in the school that could potentially become problems 25 42.4 33 55.9 1 1.7 0 0.0 0 0.0 0
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 22 37.3 33 55.9 4 6.8 0 0.0 0 0.0 0
36 - Our school teaches and reinforces student self-discipline and responsibility 23 39.0 35 59.3 1 1.7 0 0.0 0 0.0 0
37 - Students who are prone to violence are systematically identified 10 20.0 23 46.0 13 26.0 4 8.0 0 0.0 9
38 - Our school promotes an environment of mutual respect among students 24 41.4 32 55.2 2 3.4 0 0.0 0 0.0 1
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 19 33.3 30 52.6 8 14.0 0 0.0 0 0.0 2
40 - My school systematically ensures that teachers address essential content 25 43.1 28 48.3 5 8.6 0 0.0 0 0.0 1
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 4 7.3 30 54.5 12 21.8 7 12.7 2 3.6 4
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 13 24.1 32 59.3 5 9.3 4 7.4 0 0.0 5
43 - Our principal promotes innovation 19 33.3 37 64.9 0 0.0 1 1.8 0 0.0 2
44 - I have the skills necessary to meet the needs of all learners in my classroom 25 43.9 28 49.1 3 5.3 1 1.8 0 0.0 2
45 - I believe that I can positively impact student performance 39 66.1 20 33.9 0 0.0 0 0.0 0 0.0 0
46 - I have received violence prevention training 21 36.8 26 45.6 3 5.3 6 10.5 1 1.8 2
47 - Our professional development improves student achievement 16 27.6 33 56.9 8 13.8 1 1.7 0 0.0 1
48 - I have received adequate training in using computers and other technology to support my work with students 24 41.4 33 56.9 0 0.0 1 1.7 0 0.0 1
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 27 45.8 31 52.5 0 0.0 1 1.7 0 0.0 0
50 - I have received professional development on differentiating instruction for learners 19 33.3 36 63.2 1 1.8 1 1.8 0 0.0 2
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 5 11.1 30 66.7 7 15.6 3 6.7 0 0.0 14
52 - Students are held accountable for doing quality work 17 29.8 36 63.2 2 3.5 1 1.8 1 1.8 2
53 - The mission of this school is clearly defined 30 51.7 28 48.3 0 0.0 0 0.0 0 0.0 1
54 - All staff in our school hold high expectations for student learning 27 45.8 29 49.2 2 3.4 1 1.7 0 0.0 0
55 - There are open channels of communication among students, staff and administrators 21 35.6 35 59.3 2 3.4 1 1.7 0 0.0 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 18 31.0 34 58.6 3 5.2 3 5.2 0 0.0 1
57 - There are sufficient library media materials to support my program 19 33.9 32 57.1 5 8.9 0 0.0 0 0.0 3
58 - Career-Technical education is an essential part of the district's program of studies 15 28.8 31 59.6 5 9.6 1 1.9 0 0.0 7
59 - I feel safe at this school 34 57.6 23 39.0 2 3.4 0 0.0 0 0.0 0
60 - The library media center materials are current and in good condition 23 41.1 29 51.8 4 7.1 0 0.0 0 0.0 3
61 - In our community, people tend to trust each other 8 13.8 27 46.6 16 27.6 7 12.1 0 0.0 1
62 - My professional development has improved the way I teach 16 28.1 36 63.2 2 3.5 3 5.3 0 0.0 2
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 26 44.1 32 54.2 1 1.7 0 0.0 0 0.0 0
64 - My school views parents as partners in the educational process 28 47.5 31 52.5 0 0.0 0 0.0 0 0.0 0
65 - My school has created specific strategies to better involve parents in the education of their child 28 48.3 25 43.1 5 8.6 0 0.0 0 0.0 1
66 - The board has high expectations for student achievement 27 46.6 25 43.1 5 8.6 1 1.7 0 0.0 1
67 - Students are treated fairly in this school 28 48.3 28 48.3 1 1.7 1 1.7 0 0.0 1
68 - The community is proud of this school 16 28.1 29 50.9 8 14.0 3 5.3 1 1.8 2
69 - This school makes students feel they belong 22 37.3 35 59.3 2 3.4 0 0.0 0 0.0 0
70 - If students in this school have a problem, teachers will listen and help 21 36.2 36 62.1 1 1.7 0 0.0 0 0.0 1
71 - I usually look forward to each working day as a teacher 31 54.4 25 43.9 1 1.8 0 0.0 0 0.0 2
72 - Discipline is handled fairly in this school 25 42.4 32 54.2 0 0.0 2 3.4 0 0.0 0
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 13 23.2 33 58.9 9 16.1 1 1.8 0 0.0 3
74 - The librarian/media specialist requests my input into the selection of resources 22 37.9 31 53.4 5 8.6 0 0.0 0 0.0 1
75 - There is adequate instruction in the use of library and media resources for classes and individual students 18 32.7 30 54.5 7 12.7 0 0.0 0 0.0 4
76 - There is systematic collaboration across subject areas in our building 11 19.6 35 62.5 7 12.5 3 5.4 0 0.0 3
77 - Individual counseling services are available to students 20 34.5 37 63.8 1 1.7 0 0.0 0 0.0 1
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 18 32.1 30 53.6 8 14.3 0 0.0 0 0.0 3
79 - The community provides enough money to adequately provide quality educational programs to children 9 15.5 21 36.2 16 27.6 9 15.5 3 5.2 1
80 - Overall, my school building is in good condition 11 18.6 34 57.6 6 10.2 8 13.6 0 0.0 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 32 54.2 24 40.7 2 3.4 1 1.7 0 0.0 0
82 - There is systematic collaboration between the academic and career education programs in our district. 5 11.4 26 59.1 11 25.0 2 4.5 0 0.0 15

Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MALLORY ELEM., DALLAS CO. R-I School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 24 46.15
1/2 hour or less 25 48.08
1 hour 3 5.77

Frequency Missing = 7


Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MALLORY ELEM., DALLAS CO. R-I School District

  Regularly Often Occasionally Rarely Not at
all		  
Question N Pct. N Pct. N Pct. N Pct. N Pct. Number
Missing
84 - Students are taught effective note-taking skills. 2 4.7 7 16.3 20 46.5 7 16.3 7 16.3 16
85 - I assess the level of prior knowledge of all students before initiating instruction. 23 40.4 27 47.4 5 8.8 0 0.0 2 3.5 2
86 - Organize students into flexible groups based on their understanding of the content and skill level. 22 41.5 21 39.6 4 7.5 3 5.7 3 5.7 6
87 - Begin instructional units by presenting students with clear learning goals. 29 51.8 26 46.4 0 0.0 0 0.0 1 1.8 3
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 10 18.5 17 31.5 16 29.6 9 16.7 2 3.7 5
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 26 46.4 22 39.3 6 10.7 1 1.8 1 1.8 3
90 - Have students keep track of their own performance on the learning goals. 10 19.2 6 11.5 24 46.2 9 17.3 3 5.8 7
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 6 12.0 6 12.0 18 36.0 12 24.0 8 16.0 9
92 - Make use of cooperative learning groups. 20 37.7 20 37.7 9 17.0 2 3.8 2 3.8 6
93 - Have students construct verbal or written summaries of new content. 13 25.5 17 33.3 13 25.5 3 5.9 5 9.8 8
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 20 34.5 22 37.9 10 17.2 3 5.2 3 5.2 1
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 38 67.9 14 25.0 2 3.6 1 1.8 1 1.8 3
96 - I alter instructional strategies when students are having difficulty learning the material. 38 66.7 17 29.8 1 1.8 0 0.0 1 1.8 2
97 - Model or demonstrate important skills or procedures. 45 77.6 12 20.7 0 0.0 0 0.0 1 1.7 1
98 - Incorporate contextual/real life learning in the classroom. 33 56.9 20 34.5 4 6.9 0 0.0 1 1.7 1
99 - Incorporate problem solving instructional activities in the classroom. 28 48.3 23 39.7 6 10.3 0 0.0 1 1.7 1
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 24 43.6 23 41.8 6 10.9 0 0.0 2 3.6 4
101 - Have students compare and classify content. 17 30.9 26 47.3 7 12.7 3 5.5 2 3.6 4
102 - Have students construct metaphors and analogies. 8 15.1 10 18.9 19 35.8 8 15.1 8 15.1 6
103 - Provide specific feedback on the homework assigned to students. 15 32.6 14 30.4 6 13.0 3 6.5 8 17.4 13
104 - Incorporate information about careers in my instruction. 9 17.0 17 32.1 12 22.6 10 18.9 5 9.4 6

Data Collected in Fall, 2006
Tables Generated January 09, 2007