Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HENRY ELEM., CLINTON School District

School Guidance Counselor
fac1a Frequency Percent
NO 67 97.10
YES 2 2.90

Library Media Specialist
fac1b Frequency Percent
NO 68 98.55
YES 1 1.45

Special Education Teacher
fac1c Frequency Percent
NO 58 84.06
YES 11 15.94

Classroom Teacher
fac1d Frequency Percent
NO 26 37.68
YES 43 62.32

Administrator
fac1e Frequency Percent
NO 68 98.55
YES 1 1.45

Other Certificated Faculty
fac1f Frequency Percent
NO 57 82.61
YES 12 17.39

Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HENRY ELEM., CLINTON 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 5 7.4 45 66.2 13 19.1 5 7.4 0 0.0 1
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 5 7.4 31 45.6 15 22.1 14 20.6 3 4.4 1
4 - I emphasize the importance of effort with students 42 60.9 26 37.7 0 0.0 1 1.4 0 0.0 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 5 7.6 22 33.3 10 15.2 21 31.8 8 12.1 3
6 - There is adequate collaboration between special education staff and classroom teachers in our school 4 6.2 16 24.6 12 18.5 28 43.1 5 7.7 4
7 - There is adequate professional development for teachers working with special education students in our school 1 1.5 21 31.8 15 22.7 19 28.8 10 15.2 3
8 - My school's administration protects instructional time available to teachers from interruptions. 2 2.9 16 23.2 17 24.6 30 43.5 4 5.8 0
9 - Our principal uses classroom management as part of our evaluation 6 9.2 29 44.6 20 30.8 6 9.2 4 6.2 4
10 - Clear rules that promote good behavior are enforced in our school 9 13.0 31 44.9 14 20.3 10 14.5 5 7.2 0
11 - Clear rules regarding behavior have been established in my classroom 43 65.2 22 33.3 1 1.5 0 0.0 0 0.0 3
12 - Educators in our school use effective practices to promote positive behavior 8 11.6 43 62.3 9 13.0 8 11.6 1 1.4 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 8 11.8 36 52.9 12 17.6 12 17.6 0 0.0 1
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 8 11.8 34 50.0 9 13.2 15 22.1 2 2.9 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 1 1.5 21 30.9 18 26.5 18 26.5 10 14.7 1
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 2 3.0 30 44.8 8 11.9 24 35.8 3 4.5 2
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 2 2.9 31 45.6 16 23.5 18 26.5 1 1.5 1
18 - Effective vehicles are in place for parents and community to communicate with the school 7 10.1 42 60.9 16 23.2 4 5.8 0 0.0 0
19 - In our school we communicate effectively to parents and the community 9 13.0 37 53.6 17 24.6 6 8.7 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 15 21.7 44 63.8 7 10.1 3 4.3 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 10 15.4 32 49.2 14 21.5 6 9.2 3 4.6 4
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 10 16.1 36 58.1 8 12.9 6 9.7 2 3.2 7
23 - My school administers assessments througout the school year that are used to guide instruction 5 8.2 33 54.1 14 23.0 7 11.5 2 3.3 8
24 - My school uses assessment data to evaluate and align the curriculum 7 10.8 40 61.5 11 16.9 6 9.2 1 1.5 4
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 11 16.2 35 51.5 14 20.6 7 10.3 1 1.5 1
26 - Student opinions are valued by teachers and administrators 7 10.6 35 53.0 18 27.3 6 9.1 0 0.0 3
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 4 6.8 15 25.4 23 39.0 17 28.8 0 0.0 10
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 8 11.8 41 60.3 14 20.6 5 7.4 0 0.0 1
29 - Individual student differences are appreciated at our school 10 14.7 37 54.4 17 25.0 4 5.9 0 0.0 1
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 5 8.2 19 31.1 22 36.1 14 23.0 1 1.6 8
31 - In our school teachers are encouraged to be instructional leaders 13 19.4 46 68.7 5 7.5 3 4.5 0 0.0 2
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 4 6.2 20 30.8 12 18.5 20 30.8 9 13.8 4
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 5 7.5 18 26.9 16 23.9 20 29.9 8 11.9 2
34 - Our principal identifies issues in the school that could potentially become problems 4 6.0 20 29.9 19 28.4 14 20.9 10 14.9 2
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 5 7.8 26 40.6 14 21.9 16 25.0 3 4.7 5
36 - Our school teaches and reinforces student self-discipline and responsibility 8 12.1 37 56.1 12 18.2 7 10.6 2 3.0 3
37 - Students who are prone to violence are systematically identified 4 6.3 28 43.8 15 23.4 14 21.9 3 4.7 5
38 - Our school promotes an environment of mutual respect among students 8 11.9 42 62.7 10 14.9 5 7.5 2 3.0 2
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 3 4.6 35 53.8 11 16.9 15 23.1 1 1.5 4
40 - My school systematically ensures that teachers address essential content 6 9.2 34 52.3 10 15.4 14 21.5 1 1.5 4
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 0 0.0 25 39.7 13 20.6 21 33.3 4 6.3 6
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 1 1.6 29 47.5 10 16.4 18 29.5 3 4.9 8
43 - Our principal promotes innovation 3 4.6 21 32.3 22 33.8 15 23.1 4 6.2 4
44 - I have the skills necessary to meet the needs of all learners in my classroom 14 20.6 36 52.9 6 8.8 11 16.2 1 1.5 1
45 - I believe that I can positively impact student performance 33 47.8 36 52.2 0 0.0 0 0.0 0 0.0 0
46 - I have received violence prevention training 16 23.2 25 36.2 6 8.7 18 26.1 4 5.8 0
47 - Our professional development improves student achievement 15 21.7 31 44.9 15 21.7 7 10.1 1 1.4 0
48 - I have received adequate training in using computers and other technology to support my work with students 5 7.5 28 41.8 3 4.5 27 40.3 4 6.0 2
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 22 32.4 34 50.0 10 14.7 2 2.9 0 0.0 1
50 - I have received professional development on differentiating instruction for learners 16 23.5 40 58.8 2 2.9 9 13.2 1 1.5 1
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 4 6.3 33 52.4 19 30.2 7 11.1 0 0.0 6
52 - Students are held accountable for doing quality work 6 9.1 41 62.1 10 15.2 8 12.1 1 1.5 3
53 - The mission of this school is clearly defined 12 17.4 41 59.4 12 17.4 4 5.8 0 0.0 0
54 - All staff in our school hold high expectations for student learning 14 20.9 33 49.3 7 10.4 11 16.4 2 3.0 2
55 - There are open channels of communication among students, staff and administrators 4 5.8 24 34.8 14 20.3 24 34.8 3 4.3 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 5 7.2 40 58.0 13 18.8 10 14.5 1 1.4 0
57 - There are sufficient library media materials to support my program 8 12.1 43 65.2 4 6.1 10 15.2 1 1.5 3
58 - Career-Technical education is an essential part of the district's program of studies 13 21.7 29 48.3 17 28.3 1 1.7 0 0.0 9
59 - I feel safe at this school 12 17.4 41 59.4 8 11.6 6 8.7 2 2.9 0
60 - The library media center materials are current and in good condition 8 12.1 44 66.7 11 16.7 3 4.5 0 0.0 3
61 - In our community, people tend to trust each other 2 3.1 30 46.9 16 25.0 12 18.8 4 6.3 5
62 - My professional development has improved the way I teach 19 28.4 39 58.2 8 11.9 1 1.5 0 0.0 2
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 7 10.6 44 66.7 9 13.6 5 7.6 1 1.5 3
64 - My school views parents as partners in the educational process 13 19.7 41 62.1 7 10.6 4 6.1 1 1.5 3
65 - My school has created specific strategies to better involve parents in the education of their child 10 14.9 40 59.7 9 13.4 7 10.4 1 1.5 2
66 - The board has high expectations for student achievement 24 35.8 37 55.2 4 6.0 2 3.0 0 0.0 2
67 - Students are treated fairly in this school 10 14.9 40 59.7 7 10.4 10 14.9 0 0.0 2
68 - The community is proud of this school 4 6.0 30 44.8 18 26.9 14 20.9 1 1.5 2
69 - This school makes students feel they belong 8 12.3 41 63.1 10 15.4 5 7.7 1 1.5 4
70 - If students in this school have a problem, teachers will listen and help 16 23.9 40 59.7 10 14.9 1 1.5 0 0.0 2
71 - I usually look forward to each working day as a teacher 13 19.4 39 58.2 6 9.0 7 10.4 2 3.0 2
72 - Discipline is handled fairly in this school 5 7.6 31 47.0 8 12.1 20 30.3 2 3.0 3
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 4 6.3 24 38.1 13 20.6 17 27.0 5 7.9 6
74 - The librarian/media specialist requests my input into the selection of resources 18 27.3 35 53.0 8 12.1 4 6.1 1 1.5 3
75 - There is adequate instruction in the use of library and media resources for classes and individual students 7 11.3 29 46.8 15 24.2 11 17.7 0 0.0 7
76 - There is systematic collaboration across subject areas in our building 1 1.5 19 29.2 13 20.0 24 36.9 8 12.3 4
77 - Individual counseling services are available to students 10 14.9 48 71.6 7 10.4 2 3.0 0 0.0 2
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 7 11.7 43 71.7 9 15.0 0 0.0 1 1.7 9
79 - The community provides enough money to adequately provide quality educational programs to children 2 3.1 17 26.2 23 35.4 20 30.8 3 4.6 4
80 - Overall, my school building is in good condition 1 1.4 26 37.7 13 18.8 27 39.1 2 2.9 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 25 37.3 27 40.3 11 16.4 2 3.0 2 3.0 2
82 - There is systematic collaboration between the academic and career education programs in our district. 1 1.8 18 32.1 26 46.4 9 16.1 2 3.6 13

Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HENRY ELEM., CLINTON School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 31 50.00
1/2 hour or less 29 46.77
1 hour 2 3.23

Frequency Missing = 7


Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HENRY ELEM., CLINTON 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 3.7 8 14.8 21 38.9 16 29.6 7 13.0 15
85 - I assess the level of prior knowledge of all students before initiating instruction. 31 47.7 27 41.5 5 7.7 2 3.1 0 0.0 4
86 - Organize students into flexible groups based on their understanding of the content and skill level. 29 46.0 20 31.7 8 12.7 6 9.5 0 0.0 6
87 - Begin instructional units by presenting students with clear learning goals. 34 50.7 30 44.8 3 4.5 0 0.0 0 0.0 2
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 8 13.3 22 36.7 16 26.7 11 18.3 3 5.0 9
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 29 46.0 24 38.1 6 9.5 3 4.8 1 1.6 6
90 - Have students keep track of their own performance on the learning goals. 5 8.9 14 25.0 16 28.6 10 17.9 11 19.6 13
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 7 13.2 9 17.0 20 37.7 10 18.9 7 13.2 16
92 - Make use of cooperative learning groups. 21 34.4 22 36.1 15 24.6 1 1.6 2 3.3 8
93 - Have students construct verbal or written summaries of new content. 22 36.1 25 41.0 10 16.4 2 3.3 2 3.3 8
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 31 47.7 24 36.9 7 10.8 2 3.1 1 1.5 4
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 49 76.6 15 23.4 0 0.0 0 0.0 0 0.0 5
96 - I alter instructional strategies when students are having difficulty learning the material. 48 71.6 19 28.4 0 0.0 0 0.0 0 0.0 2
97 - Model or demonstrate important skills or procedures. 58 85.3 10 14.7 0 0.0 0 0.0 0 0.0 1
98 - Incorporate contextual/real life learning in the classroom. 49 72.1 16 23.5 2 2.9 1 1.5 0 0.0 1
99 - Incorporate problem solving instructional activities in the classroom. 45 67.2 18 26.9 4 6.0 0 0.0 0 0.0 2
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 34 54.8 20 32.3 8 12.9 0 0.0 0 0.0 7
101 - Have students compare and classify content. 27 44.3 19 31.1 10 16.4 4 6.6 1 1.6 8
102 - Have students construct metaphors and analogies. 9 16.1 15 26.8 25 44.6 5 8.9 2 3.6 13
103 - Provide specific feedback on the homework assigned to students. 19 40.4 14 29.8 10 21.3 1 2.1 3 6.4 22
104 - Incorporate information about careers in my instruction. 13 20.6 20 31.7 20 31.7 7 11.1 3 4.8 6

Data Collected in Fall, 2007
Tables Generated January 09, 2008