Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO ELEM., HILLSBORO R-III School District

School Guidance Counselor
fac1a Frequency Percent
NO 35 97.22
YES 1 2.78

Library Media Specialist
fac1b Frequency Percent
NO 35 97.22
YES 1 2.78

Special Education Teacher
fac1c Frequency Percent
NO 31 86.11
YES 5 13.89

Classroom Teacher
fac1d Frequency Percent
NO 10 27.78
YES 26 72.22

Administrator
fac1e Frequency Percent
NO 35 97.22
YES 1 2.78

Other Certificated Faculty
fac1f Frequency Percent
NO 33 91.67
YES 3 8.33

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO ELEM., HILLSBORO R-III 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 13 37.1 15 42.9 6 17.1 1 2.9 0 0.0 1
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 7 19.4 21 58.3 3 8.3 5 13.9 0 0.0 0
4 - I emphasize the importance of effort with students 30 85.7 5 14.3 0 0.0 0 0.0 0 0.0 1
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 12 33.3 14 38.9 5 13.9 5 13.9 0 0.0 0
6 - There is adequate collaboration between special education staff and classroom teachers in our school 10 27.8 20 55.6 2 5.6 4 11.1 0 0.0 0
7 - There is adequate professional development for teachers working with special education students in our school 5 14.3 13 37.1 13 37.1 4 11.4 0 0.0 1
8 - My school's administration protects instructional time available to teachers from interruptions. 5 14.3 15 42.9 5 14.3 10 28.6 0 0.0 1
9 - Our principal uses classroom management as part of our evaluation 9 27.3 19 57.6 5 15.2 0 0.0 0 0.0 3
10 - Clear rules that promote good behavior are enforced in our school 23 65.7 11 31.4 0 0.0 1 2.9 0 0.0 1
11 - Clear rules regarding behavior have been established in my classroom 29 82.9 6 17.1 0 0.0 0 0.0 0 0.0 1
12 - Educators in our school use effective practices to promote positive behavior 21 58.3 14 38.9 1 2.8 0 0.0 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 14 38.9 19 52.8 2 5.6 1 2.8 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 12 34.3 23 65.7 0 0.0 0 0.0 0 0.0 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 9 26.5 20 58.8 5 14.7 0 0.0 0 0.0 2
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 7 19.4 18 50.0 5 13.9 6 16.7 0 0.0 0
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 11 30.6 20 55.6 3 8.3 2 5.6 0 0.0 0
18 - Effective vehicles are in place for parents and community to communicate with the school 8 22.2 25 69.4 3 8.3 0 0.0 0 0.0 0
19 - In our school we communicate effectively to parents and the community 13 36.1 21 58.3 1 2.8 1 2.8 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 16 44.4 20 55.6 0 0.0 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 6 18.8 20 62.5 4 12.5 2 6.3 0 0.0 4
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 12 34.3 18 51.4 2 5.7 3 8.6 0 0.0 1
23 - My school administers assessments througout the school year that are used to guide instruction 11 30.6 23 63.9 2 5.6 0 0.0 0 0.0 0
24 - My school uses assessment data to evaluate and align the curriculum 9 25.0 23 63.9 4 11.1 0 0.0 0 0.0 0
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 12 33.3 21 58.3 2 5.6 1 2.8 0 0.0 0
26 - Student opinions are valued by teachers and administrators 6 16.7 27 75.0 3 8.3 0 0.0 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 6 20.7 12 41.4 9 31.0 2 6.9 0 0.0 7
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 8 23.5 21 61.8 4 11.8 1 2.9 0 0.0 2
29 - Individual student differences are appreciated at our school 12 33.3 21 58.3 2 5.6 1 2.8 0 0.0 0
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 6 17.6 18 52.9 8 23.5 1 2.9 1 2.9 2
31 - In our school teachers are encouraged to be instructional leaders 18 51.4 15 42.9 1 2.9 1 2.9 0 0.0 1
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 23 63.9 13 36.1 0 0.0 0 0.0 0 0.0 0
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 22 62.9 12 34.3 1 2.9 0 0.0 0 0.0 1
34 - Our principal identifies issues in the school that could potentially become problems 21 58.3 15 41.7 0 0.0 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 19 52.8 15 41.7 1 2.8 1 2.8 0 0.0 0
36 - Our school teaches and reinforces student self-discipline and responsibility 20 55.6 16 44.4 0 0.0 0 0.0 0 0.0 0
37 - Students who are prone to violence are systematically identified 3 10.0 15 50.0 7 23.3 5 16.7 0 0.0 6
38 - Our school promotes an environment of mutual respect among students 13 36.1 22 61.1 1 2.8 0 0.0 0 0.0 0
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 11 31.4 22 62.9 1 2.9 1 2.9 0 0.0 1
40 - My school systematically ensures that teachers address essential content 17 47.2 18 50.0 1 2.8 0 0.0 0 0.0 0
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 3 9.4 16 50.0 2 6.3 10 31.3 1 3.1 4
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 3 9.1 21 63.6 5 15.2 4 12.1 0 0.0 3
43 - Our principal promotes innovation 23 63.9 13 36.1 0 0.0 0 0.0 0 0.0 0
44 - I have the skills necessary to meet the needs of all learners in my classroom 13 38.2 18 52.9 3 8.8 0 0.0 0 0.0 2
45 - I believe that I can positively impact student performance 24 66.7 12 33.3 0 0.0 0 0.0 0 0.0 0
46 - I have received violence prevention training 5 15.6 6 18.8 8 25.0 10 31.3 3 9.4 4
47 - Our professional development improves student achievement 11 31.4 18 51.4 4 11.4 1 2.9 1 2.9 1
48 - I have received adequate training in using computers and other technology to support my work with students 7 19.4 16 44.4 6 16.7 7 19.4 0 0.0 0
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 11 30.6 21 58.3 3 8.3 1 2.8 0 0.0 0
50 - I have received professional development on differentiating instruction for learners 11 31.4 17 48.6 3 8.6 4 11.4 0 0.0 1
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 4 12.5 19 59.4 7 21.9 1 3.1 1 3.1 4
52 - Students are held accountable for doing quality work 11 30.6 21 58.3 1 2.8 3 8.3 0 0.0 0
53 - The mission of this school is clearly defined 10 27.8 24 66.7 0 0.0 2 5.6 0 0.0 0
54 - All staff in our school hold high expectations for student learning 16 44.4 15 41.7 3 8.3 2 5.6 0 0.0 0
55 - There are open channels of communication among students, staff and administrators 13 36.1 21 58.3 2 5.6 0 0.0 0 0.0 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 18 50.0 18 50.0 0 0.0 0 0.0 0 0.0 0
57 - There are sufficient library media materials to support my program 11 30.6 21 58.3 2 5.6 2 5.6 0 0.0 0
58 - Career-Technical education is an essential part of the district's program of studies 5 20.0 12 48.0 6 24.0 1 4.0 1 4.0 11
59 - I feel safe at this school 19 52.8 16 44.4 0 0.0 1 2.8 0 0.0 0
60 - The library media center materials are current and in good condition 15 41.7 18 50.0 3 8.3 0 0.0 0 0.0 0
61 - In our community, people tend to trust each other 7 20.0 21 60.0 4 11.4 2 5.7 1 2.9 1
62 - My professional development has improved the way I teach 12 33.3 18 50.0 4 11.1 1 2.8 1 2.8 0
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 15 41.7 18 50.0 2 5.6 1 2.8 0 0.0 0
64 - My school views parents as partners in the educational process 14 38.9 21 58.3 0 0.0 1 2.8 0 0.0 0
65 - My school has created specific strategies to better involve parents in the education of their child 12 34.3 19 54.3 1 2.9 3 8.6 0 0.0 1
66 - The board has high expectations for student achievement 15 41.7 17 47.2 3 8.3 1 2.8 0 0.0 0
67 - Students are treated fairly in this school 20 55.6 15 41.7 1 2.8 0 0.0 0 0.0 0
68 - The community is proud of this school 13 36.1 21 58.3 2 5.6 0 0.0 0 0.0 0
69 - This school makes students feel they belong 18 50.0 18 50.0 0 0.0 0 0.0 0 0.0 0
70 - If students in this school have a problem, teachers will listen and help 17 48.6 18 51.4 0 0.0 0 0.0 0 0.0 1
71 - I usually look forward to each working day as a teacher 19 54.3 14 40.0 2 5.7 0 0.0 0 0.0 1
72 - Discipline is handled fairly in this school 23 63.9 13 36.1 0 0.0 0 0.0 0 0.0 0
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 10 27.8 17 47.2 2 5.6 7 19.4 0 0.0 0
74 - The librarian/media specialist requests my input into the selection of resources 11 30.6 20 55.6 0 0.0 5 13.9 0 0.0 0
75 - There is adequate instruction in the use of library and media resources for classes and individual students 6 17.1 11 31.4 4 11.4 11 31.4 3 8.6 1
76 - There is systematic collaboration across subject areas in our building 8 23.5 16 47.1 7 20.6 2 5.9 1 2.9 2
77 - Individual counseling services are available to students 11 30.6 18 50.0 2 5.6 5 13.9 0 0.0 0
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 7 22.6 17 54.8 6 19.4 1 3.2 0 0.0 5
79 - The community provides enough money to adequately provide quality educational programs to children 4 11.4 17 48.6 7 20.0 7 20.0 0 0.0 1
80 - Overall, my school building is in good condition 3 8.3 10 27.8 7 19.4 14 38.9 2 5.6 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 26 72.2 6 16.7 1 2.8 3 8.3 0 0.0 0
82 - There is systematic collaboration between the academic and career education programs in our district. 5 20.8 10 41.7 8 33.3 0 0.0 1 4.2 12

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO ELEM., HILLSBORO R-III School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 6 18.75
1/2 hour or less 24 75.00
1 hour 2 6.25

Frequency Missing = 4


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO ELEM., HILLSBORO R-III 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. 6 20.7 4 13.8 13 44.8 5 17.2 1 3.4 7
85 - I assess the level of prior knowledge of all students before initiating instruction. 15 44.1 18 52.9 1 2.9 0 0.0 0 0.0 2
86 - Organize students into flexible groups based on their understanding of the content and skill level. 8 25.8 8 25.8 10 32.3 5 16.1 0 0.0 5
87 - Begin instructional units by presenting students with clear learning goals. 22 62.9 13 37.1 0 0.0 0 0.0 0 0.0 1
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 11 34.4 7 21.9 9 28.1 3 9.4 2 6.3 4
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 20 62.5 12 37.5 0 0.0 0 0.0 0 0.0 4
90 - Have students keep track of their own performance on the learning goals. 7 22.6 9 29.0 7 22.6 7 22.6 1 3.2 5
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 5 16.7 10 33.3 9 30.0 4 13.3 2 6.7 6
92 - Make use of cooperative learning groups. 15 44.1 12 35.3 5 14.7 1 2.9 1 2.9 2
93 - Have students construct verbal or written summaries of new content. 10 30.3 14 42.4 7 21.2 2 6.1 0 0.0 3
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 19 55.9 11 32.4 1 2.9 3 8.8 0 0.0 2
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 22 66.7 9 27.3 2 6.1 0 0.0 0 0.0 3
96 - I alter instructional strategies when students are having difficulty learning the material. 23 69.7 9 27.3 1 3.0 0 0.0 0 0.0 3
97 - Model or demonstrate important skills or procedures. 30 85.7 5 14.3 0 0.0 0 0.0 0 0.0 1
98 - Incorporate contextual/real life learning in the classroom. 25 73.5 8 23.5 1 2.9 0 0.0 0 0.0 2
99 - Incorporate problem solving instructional activities in the classroom. 21 63.6 10 30.3 1 3.0 1 3.0 0 0.0 3
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 18 56.3 12 37.5 2 6.3 0 0.0 0 0.0 4
101 - Have students compare and classify content. 15 45.5 15 45.5 3 9.1 0 0.0 0 0.0 3
102 - Have students construct metaphors and analogies. 9 28.1 7 21.9 12 37.5 3 9.4 1 3.1 4
103 - Provide specific feedback on the homework assigned to students. 19 61.3 10 32.3 0 0.0 0 0.0 2 6.5 5
104 - Incorporate information about careers in my instruction. 8 22.9 11 31.4 9 25.7 5 14.3 2 5.7 1

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