Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EUGENE FIELD ELEM., MARYVILLE R-II School District

School Guidance Counselor
fac1a Frequency Percent
NO 30 96.77
YES 1 3.23

Library Media Specialist
fac1b Frequency Percent
NO 30 96.77
YES 1 3.23

Special Education Teacher
fac1c Frequency Percent
NO 27 87.10
YES 4 12.90

Classroom Teacher
fac1d Frequency Percent
NO 10 32.26
YES 21 67.74

Administrator
fac1e Frequency Percent
NO 29 93.55
YES 2 6.45

Other Certificated Faculty
fac1f Frequency Percent
NO 29 93.55
YES 2 6.45

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EUGENE FIELD ELEM., 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 9 29.0 21 67.7 1 3.2 0 0.0 0 0.0 0
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 5 16.1 23 74.2 1 3.2 2 6.5 0 0.0 0
4 - I emphasize the importance of effort with students 22 71.0 9 29.0 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 4 12.9 20 64.5 5 16.1 1 3.2 1 3.2 0
6 - There is adequate collaboration between special education staff and classroom teachers in our school 4 12.9 18 58.1 5 16.1 3 9.7 1 3.2 0
7 - There is adequate professional development for teachers working with special education students in our school 2 6.5 14 45.2 10 32.3 5 16.1 0 0.0 0
8 - My school's administration protects instructional time available to teachers from interruptions. 10 32.3 16 51.6 4 12.9 1 3.2 0 0.0 0
9 - Our principal uses classroom management as part of our evaluation 11 35.5 18 58.1 2 6.5 0 0.0 0 0.0 0
10 - Clear rules that promote good behavior are enforced in our school 13 41.9 18 58.1 0 0.0 0 0.0 0 0.0 0
11 - Clear rules regarding behavior have been established in my classroom 17 60.7 11 39.3 0 0.0 0 0.0 0 0.0 3
12 - Educators in our school use effective practices to promote positive behavior 15 48.4 16 51.6 0 0.0 0 0.0 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 11 35.5 19 61.3 1 3.2 0 0.0 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 10 32.3 20 64.5 0 0.0 1 3.2 0 0.0 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 8 25.8 21 67.7 2 6.5 0 0.0 0 0.0 0
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 9 29.0 14 45.2 5 16.1 3 9.7 0 0.0 0
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 9 29.0 19 61.3 1 3.2 2 6.5 0 0.0 0
18 - Effective vehicles are in place for parents and community to communicate with the school 10 32.3 18 58.1 3 9.7 0 0.0 0 0.0 0
19 - In our school we communicate effectively to parents and the community 11 35.5 18 58.1 2 6.5 0 0.0 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 15 48.4 16 51.6 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 21.4 11 39.3 8 28.6 3 10.7 0 0.0 3
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 7 23.3 18 60.0 3 10.0 1 3.3 1 3.3 1
23 - My school administers assessments througout the school year that are used to guide instruction 8 26.7 21 70.0 1 3.3 0 0.0 0 0.0 1
24 - My school uses assessment data to evaluate and align the curriculum 13 41.9 17 54.8 0 0.0 1 3.2 0 0.0 0
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 9 29.0 20 64.5 2 6.5 0 0.0 0 0.0 0
26 - Student opinions are valued by teachers and administrators 7 22.6 19 61.3 5 16.1 0 0.0 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 3 11.1 10 37.0 8 29.6 4 14.8 2 7.4 4
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 8 25.8 16 51.6 6 19.4 1 3.2 0 0.0 0
29 - Individual student differences are appreciated at our school 6 19.4 24 77.4 1 3.2 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 3 11.5 5 19.2 10 38.5 6 23.1 2 7.7 5
31 - In our school teachers are encouraged to be instructional leaders 10 32.3 20 64.5 1 3.2 0 0.0 0 0.0 0
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 13 41.9 17 54.8 1 3.2 0 0.0 0 0.0 0
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 12 38.7 18 58.1 1 3.2 0 0.0 0 0.0 0
34 - Our principal identifies issues in the school that could potentially become problems 12 38.7 17 54.8 1 3.2 1 3.2 0 0.0 0
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 12 38.7 18 58.1 0 0.0 1 3.2 0 0.0 0
36 - Our school teaches and reinforces student self-discipline and responsibility 14 45.2 17 54.8 0 0.0 0 0.0 0 0.0 0
37 - Students who are prone to violence are systematically identified 6 20.0 16 53.3 8 26.7 0 0.0 0 0.0 1
38 - Our school promotes an environment of mutual respect among students 11 36.7 18 60.0 1 3.3 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 4 13.3 18 60.0 5 16.7 2 6.7 1 3.3 1
40 - My school systematically ensures that teachers address essential content 6 20.0 19 63.3 3 10.0 1 3.3 1 3.3 1
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 4 12.9 11 35.5 4 12.9 8 25.8 4 12.9 0
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 4 13.3 14 46.7 2 6.7 7 23.3 3 10.0 1
43 - Our principal promotes innovation 9 29.0 21 67.7 1 3.2 0 0.0 0 0.0 0
44 - I have the skills necessary to meet the needs of all learners in my classroom 5 17.2 18 62.1 1 3.4 5 17.2 0 0.0 2
45 - I believe that I can positively impact student performance 13 41.9 17 54.8 0 0.0 1 3.2 0 0.0 0
46 - I have received violence prevention training 3 9.7 5 16.1 6 19.4 11 35.5 6 19.4 0
47 - Our professional development improves student achievement 6 19.4 22 71.0 2 6.5 1 3.2 0 0.0 0
48 - I have received adequate training in using computers and other technology to support my work with students 7 22.6 13 41.9 9 29.0 2 6.5 0 0.0 0
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 10 32.3 18 58.1 2 6.5 1 3.2 0 0.0 0
50 - I have received professional development on differentiating instruction for learners 11 36.7 17 56.7 1 3.3 1 3.3 0 0.0 1
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 3 11.5 18 69.2 4 15.4 1 3.8 0 0.0 5
52 - Students are held accountable for doing quality work 10 32.3 18 58.1 3 9.7 0 0.0 0 0.0 0
53 - The mission of this school is clearly defined 10 32.3 19 61.3 1 3.2 1 3.2 0 0.0 0
54 - All staff in our school hold high expectations for student learning 10 32.3 17 54.8 1 3.2 3 9.7 0 0.0 0
55 - There are open channels of communication among students, staff and administrators 9 29.0 20 64.5 0 0.0 2 6.5 0 0.0 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 12 38.7 18 58.1 1 3.2 0 0.0 0 0.0 0
57 - There are sufficient library media materials to support my program 11 36.7 17 56.7 2 6.7 0 0.0 0 0.0 1
58 - Career-Technical education is an essential part of the district's program of studies 7 31.8 8 36.4 7 31.8 0 0.0 0 0.0 9
59 - I feel safe at this school 16 51.6 14 45.2 1 3.2 0 0.0 0 0.0 0
60 - The library media center materials are current and in good condition 12 38.7 18 58.1 1 3.2 0 0.0 0 0.0 0
61 - In our community, people tend to trust each other 8 25.8 20 64.5 3 9.7 0 0.0 0 0.0 0
62 - My professional development has improved the way I teach 8 27.6 17 58.6 4 13.8 0 0.0 0 0.0 2
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 8 25.8 20 64.5 1 3.2 2 6.5 0 0.0 0
64 - My school views parents as partners in the educational process 9 29.0 18 58.1 3 9.7 1 3.2 0 0.0 0
65 - My school has created specific strategies to better involve parents in the education of their child 7 22.6 16 51.6 4 12.9 3 9.7 1 3.2 0
66 - The board has high expectations for student achievement 8 25.8 21 67.7 2 6.5 0 0.0 0 0.0 0
67 - Students are treated fairly in this school 8 25.8 21 67.7 1 3.2 1 3.2 0 0.0 0
68 - The community is proud of this school 8 25.8 23 74.2 0 0.0 0 0.0 0 0.0 0
69 - This school makes students feel they belong 9 29.0 21 67.7 1 3.2 0 0.0 0 0.0 0
70 - If students in this school have a problem, teachers will listen and help 14 45.2 15 48.4 1 3.2 0 0.0 1 3.2 0
71 - I usually look forward to each working day as a teacher 11 39.3 16 57.1 1 3.6 0 0.0 0 0.0 3
72 - Discipline is handled fairly in this school 9 29.0 19 61.3 3 9.7 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 5 16.7 17 56.7 6 20.0 2 6.7 0 0.0 1
74 - The librarian/media specialist requests my input into the selection of resources 7 25.0 20 71.4 1 3.6 0 0.0 0 0.0 3
75 - There is adequate instruction in the use of library and media resources for classes and individual students 6 22.2 19 70.4 1 3.7 1 3.7 0 0.0 4
76 - There is systematic collaboration across subject areas in our building 3 10.3 21 72.4 3 10.3 2 6.9 0 0.0 2
77 - Individual counseling services are available to students 10 32.3 16 51.6 3 9.7 2 6.5 0 0.0 0
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 8 27.6 20 69.0 1 3.4 0 0.0 0 0.0 2
79 - The community provides enough money to adequately provide quality educational programs to children 3 9.7 17 54.8 5 16.1 5 16.1 1 3.2 0
80 - Overall, my school building is in good condition 9 29.0 19 61.3 2 6.5 0 0.0 1 3.2 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 11 35.5 17 54.8 3 9.7 0 0.0 0 0.0 0
82 - There is systematic collaboration between the academic and career education programs in our district. 5 18.5 17 63.0 4 14.8 1 3.7 0 0.0 4

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EUGENE FIELD ELEM., MARYVILLE R-II School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 12 44.44
1/2 hour or less 14 51.85
1 hour 1 3.70

Frequency Missing = 4


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EUGENE FIELD ELEM., 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. 2 8.7 1 4.3 12 52.2 4 17.4 4 17.4 8
85 - I assess the level of prior knowledge of all students before initiating instruction. 8 27.6 15 51.7 2 6.9 2 6.9 2 6.9 2
86 - Organize students into flexible groups based on their understanding of the content and skill level. 10 35.7 8 28.6 7 25.0 1 3.6 2 7.1 3
87 - Begin instructional units by presenting students with clear learning goals. 14 48.3 10 34.5 5 17.2 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. 3 11.1 8 29.6 4 14.8 5 18.5 7 25.9 4
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 10 35.7 11 39.3 3 10.7 1 3.6 3 10.7 3
90 - Have students keep track of their own performance on the learning goals. 3 11.5 6 23.1 9 34.6 4 15.4 4 15.4 5
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 2 8.0 5 20.0 7 28.0 3 12.0 8 32.0 6
92 - Make use of cooperative learning groups. 3 11.5 11 42.3 10 38.5 2 7.7 0 0.0 5
93 - Have students construct verbal or written summaries of new content. 2 8.0 6 24.0 4 16.0 7 28.0 6 24.0 6
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 10 37.0 9 33.3 4 14.8 4 14.8 0 0.0 4
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 18 64.3 7 25.0 2 7.1 0 0.0 1 3.6 3
96 - I alter instructional strategies when students are having difficulty learning the material. 21 75.0 6 21.4 1 3.6 0 0.0 0 0.0 3
97 - Model or demonstrate important skills or procedures. 23 79.3 4 13.8 2 6.9 0 0.0 0 0.0 2
98 - Incorporate contextual/real life learning in the classroom. 16 57.1 6 21.4 6 21.4 0 0.0 0 0.0 3
99 - Incorporate problem solving instructional activities in the classroom. 15 60.0 6 24.0 3 12.0 1 4.0 0 0.0 6
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 16 59.3 5 18.5 6 22.2 0 0.0 0 0.0 4
101 - Have students compare and classify content. 4 14.8 12 44.4 11 40.7 0 0.0 0 0.0 4
102 - Have students construct metaphors and analogies. 2 8.0 2 8.0 11 44.0 4 16.0 6 24.0 6
103 - Provide specific feedback on the homework assigned to students. 8 32.0 8 32.0 4 16.0 2 8.0 3 12.0 6
104 - Incorporate information about careers in my instruction. 4 14.8 5 18.5 12 44.4 3 11.1 3 11.1 4

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