Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MARYVILLE R-II School District

School Guidance Counselor
fac1a Frequency Percent
NO 98 95.15
YES 5 4.85

Library Media Specialist
fac1b Frequency Percent
NO 100 97.09
YES 3 2.91

Special Education Teacher
fac1c Frequency Percent
NO 92 89.32
YES 11 10.68

Classroom Teacher
fac1d Frequency Percent
NO 34 33.01
YES 69 66.99

Administrator
fac1e Frequency Percent
NO 94 91.26
YES 9 8.74

Other Certificated Faculty
fac1f Frequency Percent
NO 93 90.29
YES 10 9.71

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MARYVILLE R-II 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 43 41.7 57 55.3 3 2.9 0 0.0 0 0.0 0
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 32 31.1 58 56.3 8 7.8 5 4.9 0 0.0 0
4 - I emphasize the importance of effort with students 69 67.6 31 30.4 2 2.0 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 18 17.6 64 62.7 12 11.8 5 4.9 3 2.9 1
6 - There is adequate collaboration between special education staff and classroom teachers in our school 23 22.3 56 54.4 13 12.6 7 6.8 4 3.9 0
7 - There is adequate professional development for teachers working with special education students in our school 13 13.0 46 46.0 25 25.0 13 13.0 3 3.0 3
8 - My school's administration protects instructional time available to teachers from interruptions. 32 31.7 53 52.5 12 11.9 3 3.0 1 1.0 2
9 - Our principal uses classroom management as part of our evaluation 33 34.0 53 54.6 9 9.3 1 1.0 1 1.0 6
10 - Clear rules that promote good behavior are enforced in our school 36 35.0 48 46.6 10 9.7 3 2.9 6 5.8 0
11 - Clear rules regarding behavior have been established in my classroom 54 56.8 38 40.0 3 3.2 0 0.0 0 0.0 8
12 - Educators in our school use effective practices to promote positive behavior 36 35.0 62 60.2 5 4.9 0 0.0 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 28 27.2 66 64.1 8 7.8 1 1.0 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 31 30.1 62 60.2 6 5.8 4 3.9 0 0.0 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 32 31.4 56 54.9 11 10.8 2 2.0 1 1.0 1
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 35 34.0 40 38.8 17 16.5 11 10.7 0 0.0 0
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 35 34.0 54 52.4 10 9.7 4 3.9 0 0.0 0
18 - Effective vehicles are in place for parents and community to communicate with the school 42 40.8 52 50.5 8 7.8 1 1.0 0 0.0 0
19 - In our school we communicate effectively to parents and the community 40 38.8 54 52.4 8 7.8 1 1.0 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 47 46.1 50 49.0 4 3.9 1 1.0 0 0.0 1
21 - I routinely analyze disaggregated student data and use it to plan my instruction 11 12.1 34 37.4 34 37.4 11 12.1 1 1.1 12
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 19 19.6 55 56.7 19 19.6 2 2.1 2 2.1 6
23 - My school administers assessments througout the school year that are used to guide instruction 18 18.8 55 57.3 14 14.6 6 6.3 3 3.1 7
24 - My school uses assessment data to evaluate and align the curriculum 38 37.3 55 53.9 7 6.9 1 1.0 1 1.0 1
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 36 35.6 48 47.5 12 11.9 3 3.0 2 2.0 2
26 - Student opinions are valued by teachers and administrators 31 30.7 56 55.4 9 8.9 5 5.0 0 0.0 2
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 19 20.0 40 42.1 25 26.3 9 9.5 2 2.1 8
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 34 33.7 54 53.5 10 9.9 2 2.0 1 1.0 2
29 - Individual student differences are appreciated at our school 26 25.7 60 59.4 13 12.9 2 2.0 0 0.0 2
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 24 27.6 29 33.3 22 25.3 10 11.5 2 2.3 16
31 - In our school teachers are encouraged to be instructional leaders 47 45.6 52 50.5 2 1.9 1 1.0 1 1.0 0
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 47 45.6 44 42.7 7 6.8 3 2.9 2 1.9 0
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 38 37.6 46 45.5 11 10.9 5 5.0 1 1.0 2
34 - Our principal identifies issues in the school that could potentially become problems 43 42.2 40 39.2 12 11.8 7 6.9 0 0.0 1
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 32 32.0 44 44.0 12 12.0 10 10.0 2 2.0 3
36 - Our school teaches and reinforces student self-discipline and responsibility 38 36.9 53 51.5 5 4.9 5 4.9 2 1.9 0
37 - Students who are prone to violence are systematically identified 24 24.5 44 44.9 19 19.4 10 10.2 1 1.0 5
38 - Our school promotes an environment of mutual respect among students 35 34.3 49 48.0 10 9.8 4 3.9 4 3.9 1
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 21 21.4 49 50.0 18 18.4 9 9.2 1 1.0 5
40 - My school systematically ensures that teachers address essential content 27 27.3 53 53.5 14 14.1 3 3.0 2 2.0 4
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 16 16.5 46 47.4 16 16.5 15 15.5 4 4.1 6
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 19 19.6 51 52.6 13 13.4 11 11.3 3 3.1 6
43 - Our principal promotes innovation 34 34.3 52 52.5 8 8.1 4 4.0 1 1.0 4
44 - I have the skills necessary to meet the needs of all learners in my classroom 29 30.2 53 55.2 7 7.3 7 7.3 0 0.0 7
45 - I believe that I can positively impact student performance 55 54.5 44 43.6 1 1.0 1 1.0 0 0.0 2
46 - I have received violence prevention training 8 8.2 32 33.0 13 13.4 32 33.0 12 12.4 6
47 - Our professional development improves student achievement 24 24.0 58 58.0 11 11.0 5 5.0 2 2.0 3
48 - I have received adequate training in using computers and other technology to support my work with students 27 26.7 46 45.5 18 17.8 8 7.9 2 2.0 2
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 39 38.6 53 52.5 8 7.9 1 1.0 0 0.0 2
50 - I have received professional development on differentiating instruction for learners 29 30.5 54 56.8 5 5.3 5 5.3 2 2.1 8
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 26 27.1 52 54.2 15 15.6 3 3.1 0 0.0 7
52 - Students are held accountable for doing quality work 31 30.4 58 56.9 8 7.8 5 4.9 0 0.0 1
53 - The mission of this school is clearly defined 47 45.6 45 43.7 6 5.8 4 3.9 1 1.0 0
54 - All staff in our school hold high expectations for student learning 33 32.0 50 48.5 7 6.8 12 11.7 1 1.0 0
55 - There are open channels of communication among students, staff and administrators 35 34.0 54 52.4 5 4.9 9 8.7 0 0.0 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 43 42.6 52 51.5 3 3.0 2 2.0 1 1.0 2
57 - There are sufficient library media materials to support my program 41 41.4 45 45.5 8 8.1 5 5.1 0 0.0 4
58 - Career-Technical education is an essential part of the district's program of studies 41 45.1 31 34.1 16 17.6 3 3.3 0 0.0 12
59 - I feel safe at this school 61 59.2 39 37.9 3 2.9 0 0.0 0 0.0 0
60 - The library media center materials are current and in good condition 47 48.0 48 49.0 3 3.1 0 0.0 0 0.0 5
61 - In our community, people tend to trust each other 36 35.0 55 53.4 8 7.8 1 1.0 3 2.9 0
62 - My professional development has improved the way I teach 37 38.1 47 48.5 9 9.3 4 4.1 0 0.0 6
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 28 27.7 55 54.5 13 12.9 5 5.0 0 0.0 2
64 - My school views parents as partners in the educational process 37 36.3 51 50.0 11 10.8 3 2.9 0 0.0 1
65 - My school has created specific strategies to better involve parents in the education of their child 23 23.0 51 51.0 18 18.0 6 6.0 2 2.0 3
66 - The board has high expectations for student achievement 34 33.7 58 57.4 6 5.9 1 1.0 2 2.0 2
67 - Students are treated fairly in this school 33 32.4 53 52.0 10 9.8 3 2.9 3 2.9 1
68 - The community is proud of this school 47 45.6 55 53.4 1 1.0 0 0.0 0 0.0 0
69 - This school makes students feel they belong 31 30.4 58 56.9 11 10.8 2 2.0 0 0.0 1
70 - If students in this school have a problem, teachers will listen and help 47 45.6 50 48.5 5 4.9 0 0.0 1 1.0 0
71 - I usually look forward to each working day as a teacher 44 45.4 47 48.5 6 6.2 0 0.0 0 0.0 6
72 - Discipline is handled fairly in this school 32 31.4 46 45.1 14 13.7 6 5.9 4 3.9 1
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 32 33.0 50 51.5 12 12.4 3 3.1 0 0.0 6
74 - The librarian/media specialist requests my input into the selection of resources 39 41.9 40 43.0 10 10.8 3 3.2 1 1.1 10
75 - There is adequate instruction in the use of library and media resources for classes and individual students 30 33.3 49 54.4 9 10.0 1 1.1 1 1.1 13
76 - There is systematic collaboration across subject areas in our building 25 25.5 48 49.0 12 12.2 12 12.2 1 1.0 5
77 - Individual counseling services are available to students 45 44.1 45 44.1 6 5.9 6 5.9 0 0.0 1
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 30 30.3 60 60.6 7 7.1 2 2.0 0 0.0 4
79 - The community provides enough money to adequately provide quality educational programs to children 21 21.0 55 55.0 13 13.0 10 10.0 1 1.0 3
80 - Overall, my school building is in good condition 36 35.3 60 58.8 4 3.9 1 1.0 1 1.0 1
81 - If I had a chance to choose all over again, I would still choose teaching as a career 45 44.1 45 44.1 8 7.8 3 2.9 1 1.0 1
82 - There is systematic collaboration between the academic and career education programs in our district. 24 25.8 47 50.5 15 16.1 7 7.5 0 0.0 10

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MARYVILLE R-II School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 38 41.76
1/2 hour or less 45 49.45
1 hour 8 8.79

Frequency Missing = 12


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
MARYVILLE R-II 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. 13 14.8 23 26.1 35 39.8 7 8.0 10 11.4 15
85 - I assess the level of prior knowledge of all students before initiating instruction. 24 25.3 47 49.5 16 16.8 6 6.3 2 2.1 8
86 - Organize students into flexible groups based on their understanding of the content and skill level. 21 22.3 33 35.1 20 21.3 14 14.9 6 6.4 9
87 - Begin instructional units by presenting students with clear learning goals. 38 40.0 42 44.2 13 13.7 2 2.1 0 0.0 8
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 12 12.9 26 28.0 23 24.7 20 21.5 12 12.9 10
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 32 33.7 43 45.3 13 13.7 3 3.2 4 4.2 8
90 - Have students keep track of their own performance on the learning goals. 18 19.4 23 24.7 28 30.1 15 16.1 9 9.7 10
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 13 14.4 24 26.7 24 26.7 16 17.8 13 14.4 13
92 - Make use of cooperative learning groups. 25 27.5 37 40.7 21 23.1 6 6.6 2 2.2 12
93 - Have students construct verbal or written summaries of new content. 14 15.6 31 34.4 21 23.3 16 17.8 8 8.9 13
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 28 30.4 29 31.5 24 26.1 8 8.7 3 3.3 11
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 57 61.3 31 33.3 4 4.3 0 0.0 1 1.1 10
96 - I alter instructional strategies when students are having difficulty learning the material. 62 65.3 31 32.6 2 2.1 0 0.0 0 0.0 8
97 - Model or demonstrate important skills or procedures. 74 77.1 20 20.8 2 2.1 0 0.0 0 0.0 7
98 - Incorporate contextual/real life learning in the classroom. 63 67.0 24 25.5 7 7.4 0 0.0 0 0.0 9
99 - Incorporate problem solving instructional activities in the classroom. 54 60.0 28 31.1 6 6.7 2 2.2 0 0.0 13
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 43 47.3 27 29.7 17 18.7 3 3.3 1 1.1 12
101 - Have students compare and classify content. 19 20.9 38 41.8 30 33.0 1 1.1 3 3.3 12
102 - Have students construct metaphors and analogies. 12 14.1 13 15.3 29 34.1 18 21.2 13 15.3 18
103 - Provide specific feedback on the homework assigned to students. 45 50.6 26 29.2 7 7.9 3 3.4 8 9.0 14
104 - Incorporate information about careers in my instruction. 32 34.4 22 23.7 25 26.9 10 10.8 4 4.3 10

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