Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
WINDSOR C-1 School District

School Guidance Counselor
fac1a Frequency Percent
NO 192 95.52
YES 9 4.48

Library Media Specialist
fac1b Frequency Percent
NO 197 98.01
YES 4 1.99

Special Education Teacher
fac1c Frequency Percent
NO 181 90.05
YES 20 9.95

Classroom Teacher
fac1d Frequency Percent
NO 57 28.36
YES 144 71.64

Administrator
fac1e Frequency Percent
NO 190 94.53
YES 11 5.47

Other Certificated Faculty
fac1f Frequency Percent
NO 185 92.04
YES 16 7.96

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
WINDSOR C-1 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 23 11.6 124 62.6 39 19.7 10 5.1 2 1.0 3
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 58 28.9 115 57.2 16 8.0 11 5.5 1 0.5 0
4 - I emphasize the importance of effort with students 140 69.7 60 29.9 0 0.0 0 0.0 1 0.5 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 34 17.2 109 55.1 34 17.2 17 8.6 4 2.0 3
6 - There is adequate collaboration between special education staff and classroom teachers in our school 41 20.4 110 54.7 28 13.9 19 9.5 3 1.5 0
7 - There is adequate professional development for teachers working with special education students in our school 18 9.4 67 34.9 54 28.1 50 26.0 3 1.6 9
8 - My school's administration protects instructional time available to teachers from interruptions. 22 11.0 99 49.5 37 18.5 33 16.5 9 4.5 1
9 - Our principal uses classroom management as part of our evaluation 69 34.8 102 51.5 22 11.1 3 1.5 2 1.0 3
10 - Clear rules that promote good behavior are enforced in our school 61 30.5 90 45.0 17 8.5 25 12.5 7 3.5 1
11 - Clear rules regarding behavior have been established in my classroom 122 64.2 62 32.6 5 2.6 0 0.0 1 0.5 11
12 - Educators in our school use effective practices to promote positive behavior 69 34.5 109 54.5 16 8.0 5 2.5 1 0.5 1
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 68 34.2 117 58.8 11 5.5 2 1.0 1 0.5 2
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 44 22.1 120 60.3 23 11.6 11 5.5 1 0.5 2
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 32 16.2 110 55.8 36 18.3 16 8.1 3 1.5 4
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 27 13.6 79 39.9 37 18.7 44 22.2 11 5.6 3
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 34 17.1 113 56.8 25 12.6 25 12.6 2 1.0 2
18 - Effective vehicles are in place for parents and community to communicate with the school 74 37.4 107 54.0 13 6.6 3 1.5 1 0.5 3
19 - In our school we communicate effectively to parents and the community 73 37.1 111 56.3 10 5.1 1 0.5 2 1.0 4
20 - Parents are encouraged to discuss their child's educational needs with the school 86 43.2 105 52.8 6 3.0 1 0.5 1 0.5 2
21 - I routinely analyze disaggregated student data and use it to plan my instruction 37 20.3 102 56.0 29 15.9 13 7.1 1 0.5 19
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 53 27.7 103 53.9 25 13.1 9 4.7 1 0.5 10
23 - My school administers assessments througout the school year that are used to guide instruction 75 37.9 104 52.5 15 7.6 4 2.0 0 0.0 3
24 - My school uses assessment data to evaluate and align the curriculum 87 43.7 90 45.2 15 7.5 6 3.0 1 0.5 2
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 31 15.9 109 55.9 44 22.6 11 5.6 0 0.0 6
26 - Student opinions are valued by teachers and administrators 31 15.7 121 61.4 35 17.8 9 4.6 1 0.5 4
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 17 9.1 66 35.3 75 40.1 27 14.4 2 1.1 14
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 43 22.3 103 53.4 32 16.6 14 7.3 1 0.5 8
29 - Individual student differences are appreciated at our school 35 17.9 110 56.1 41 20.9 9 4.6 1 0.5 5
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 26 14.3 73 40.1 63 34.6 15 8.2 5 2.7 19
31 - In our school teachers are encouraged to be instructional leaders 69 34.8 105 53.0 12 6.1 8 4.0 4 2.0 3
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 78 39.0 86 43.0 20 10.0 13 6.5 3 1.5 1
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 76 39.2 94 48.5 17 8.8 5 2.6 2 1.0 7
34 - Our principal identifies issues in the school that could potentially become problems 68 34.7 89 45.4 25 12.8 11 5.6 3 1.5 5
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 56 28.4 100 50.8 28 14.2 11 5.6 2 1.0 4
36 - Our school teaches and reinforces student self-discipline and responsibility 52 26.0 95 47.5 23 11.5 22 11.0 8 4.0 1
37 - Students who are prone to violence are systematically identified 24 12.4 90 46.6 44 22.8 30 15.5 5 2.6 8
38 - Our school promotes an environment of mutual respect among students 54 27.0 105 52.5 29 14.5 10 5.0 2 1.0 1
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 57 29.2 98 50.3 26 13.3 12 6.2 2 1.0 6
40 - My school systematically ensures that teachers address essential content 79 39.9 99 50.0 15 7.6 4 2.0 1 0.5 3
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 28 14.7 68 35.8 29 15.3 50 26.3 15 7.9 11
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 30 15.7 68 35.6 34 17.8 48 25.1 11 5.8 10
43 - Our principal promotes innovation 66 33.8 100 51.3 24 12.3 4 2.1 1 0.5 6
44 - I have the skills necessary to meet the needs of all learners in my classroom 52 27.5 118 62.4 13 6.9 6 3.2 0 0.0 12
45 - I believe that I can positively impact student performance 109 54.5 89 44.5 1 0.5 1 0.5 0 0.0 1
46 - I have received violence prevention training 30 15.7 48 25.1 25 13.1 60 31.4 28 14.7 10
47 - Our professional development improves student achievement 39 19.6 88 44.2 47 23.6 17 8.5 8 4.0 2
48 - I have received adequate training in using computers and other technology to support my work with students 36 18.3 81 41.1 46 23.4 28 14.2 6 3.0 4
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 51 25.9 100 50.8 34 17.3 9 4.6 3 1.5 4
50 - I have received professional development on differentiating instruction for learners 50 25.3 101 51.0 31 15.7 14 7.1 2 1.0 3
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 22 12.0 97 53.0 40 21.9 21 11.5 3 1.6 18
52 - Students are held accountable for doing quality work 32 16.3 101 51.5 37 18.9 24 12.2 2 1.0 5
53 - The mission of this school is clearly defined 55 27.9 114 57.9 20 10.2 8 4.1 0 0.0 4
54 - All staff in our school hold high expectations for student learning 51 25.6 112 56.3 22 11.1 12 6.0 2 1.0 2
55 - There are open channels of communication among students, staff and administrators 33 16.8 115 58.4 26 13.2 19 9.6 4 2.0 4
56 - There are avenues for recognizing and rewarding the accomplishments of all students 54 27.3 115 58.1 23 11.6 5 2.5 1 0.5 3
57 - There are sufficient library media materials to support my program 49 25.4 103 53.4 27 14.0 14 7.3 0 0.0 8
58 - Career-Technical education is an essential part of the district's program of studies 21 12.8 68 41.5 61 37.2 11 6.7 3 1.8 37
59 - I feel safe at this school 96 48.5 88 44.4 8 4.0 5 2.5 1 0.5 3
60 - The library media center materials are current and in good condition 66 34.4 98 51.0 23 12.0 4 2.1 1 0.5 9
61 - In our community, people tend to trust each other 29 14.9 125 64.4 31 16.0 8 4.1 1 0.5 7
62 - My professional development has improved the way I teach 47 24.5 95 49.5 32 16.7 15 7.8 3 1.6 9
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 36 18.8 106 55.2 33 17.2 17 8.9 0 0.0 9
64 - My school views parents as partners in the educational process 58 29.4 114 57.9 21 10.7 4 2.0 0 0.0 4
65 - My school has created specific strategies to better involve parents in the education of their child 35 18.0 104 53.6 42 21.6 13 6.7 0 0.0 7
66 - The board has high expectations for student achievement 88 44.4 90 45.5 14 7.1 5 2.5 1 0.5 3
67 - Students are treated fairly in this school 57 28.6 106 53.3 17 8.5 17 8.5 2 1.0 2
68 - The community is proud of this school 53 27.2 112 57.4 24 12.3 5 2.6 1 0.5 6
69 - This school makes students feel they belong 58 29.3 104 52.5 28 14.1 7 3.5 1 0.5 3
70 - If students in this school have a problem, teachers will listen and help 77 38.5 110 55.0 12 6.0 1 0.5 0 0.0 1
71 - I usually look forward to each working day as a teacher 77 39.3 94 48.0 13 6.6 12 6.1 0 0.0 5
72 - Discipline is handled fairly in this school 38 18.9 101 50.2 24 11.9 31 15.4 7 3.5 0
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 36 18.9 104 54.7 35 18.4 13 6.8 2 1.1 11
74 - The librarian/media specialist requests my input into the selection of resources 64 33.7 74 38.9 35 18.4 14 7.4 3 1.6 11
75 - There is adequate instruction in the use of library and media resources for classes and individual students 45 25.1 96 53.6 30 16.8 4 2.2 4 2.2 22
76 - There is systematic collaboration across subject areas in our building 33 17.3 97 50.8 37 19.4 21 11.0 3 1.6 10
77 - Individual counseling services are available to students 51 25.6 115 57.8 26 13.1 5 2.5 2 1.0 2
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 38 20.3 110 58.8 36 19.3 2 1.1 1 0.5 14
79 - The community provides enough money to adequately provide quality educational programs to children 19 10.0 105 55.3 46 24.2 17 8.9 3 1.6 11
80 - Overall, my school building is in good condition 39 19.6 112 56.3 22 11.1 22 11.1 4 2.0 2
81 - If I had a chance to choose all over again, I would still choose teaching as a career 102 51.8 65 33.0 20 10.2 4 2.0 6 3.0 4
82 - There is systematic collaboration between the academic and career education programs in our district. 25 15.2 66 40.0 60 36.4 14 8.5 0 0.0 36

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
WINDSOR C-1 School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 70 37.84
1/2 hour or less 110 59.46
1 hour 5 2.70

Frequency Missing = 16


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
WINDSOR C-1 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. 15 8.2 56 30.8 65 35.7 30 16.5 16 8.8 19
85 - I assess the level of prior knowledge of all students before initiating instruction. 61 32.1 89 46.8 35 18.4 4 2.1 1 0.5 11
86 - Organize students into flexible groups based on their understanding of the content and skill level. 73 38.4 73 38.4 35 18.4 9 4.7 0 0.0 11
87 - Begin instructional units by presenting students with clear learning goals. 94 48.7 86 44.6 8 4.1 4 2.1 1 0.5 8
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 30 16.3 53 28.8 52 28.3 37 20.1 12 6.5 17
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 83 43.2 82 42.7 22 11.5 3 1.6 2 1.0 9
90 - Have students keep track of their own performance on the learning goals. 23 12.6 55 30.2 57 31.3 31 17.0 16 8.8 19
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 18 9.7 45 24.3 64 34.6 37 20.0 21 11.4 16
92 - Make use of cooperative learning groups. 72 37.5 71 37.0 36 18.8 13 6.8 0 0.0 9
93 - Have students construct verbal or written summaries of new content. 47 25.5 58 31.5 43 23.4 23 12.5 13 7.1 17
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 69 36.3 77 40.5 34 17.9 7 3.7 3 1.6 11
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 109 58.0 61 32.4 15 8.0 3 1.6 0 0.0 13
96 - I alter instructional strategies when students are having difficulty learning the material. 127 66.5 48 25.1 16 8.4 0 0.0 0 0.0 10
97 - Model or demonstrate important skills or procedures. 149 76.4 42 21.5 3 1.5 1 0.5 0 0.0 6
98 - Incorporate contextual/real life learning in the classroom. 120 62.5 59 30.7 11 5.7 2 1.0 0 0.0 9
99 - Incorporate problem solving instructional activities in the classroom. 102 53.1 77 40.1 11 5.7 2 1.0 0 0.0 9
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 83 43.9 73 38.6 27 14.3 5 2.6 1 0.5 12
101 - Have students compare and classify content. 60 32.4 78 42.2 39 21.1 4 2.2 4 2.2 16
102 - Have students construct metaphors and analogies. 25 13.8 46 25.4 46 25.4 41 22.7 23 12.7 20
103 - Provide specific feedback on the homework assigned to students. 87 50.0 60 34.5 16 9.2 1 0.6 10 5.7 27
104 - Incorporate information about careers in my instruction. 31 16.8 52 28.1 70 37.8 26 14.1 6 3.2 16

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