Practices Inventory Summary
Weekly
Daily
I do not know
Missing
Total
18.5
7.7
6.2
1.5
38.5
1.5
100.0
0
5
9
9
23
12
6
1
65
0.0
7.7
13.8
13.8
35.4
18.5
9.2
1.5
100.0
10
7
3
13
8
0
23
1
65
15.4
10.8
4.6
20.0
12.3
0.0
35.4
1.5
100.0
0
0
4
7
22
22
8
2
65
0.0
0.0
6.2
10.8
33.8
33.8
12.3
3.1
100.0
Uncertain
x
x
x
Uncertain
x
Uncertain
1
5
3
16
27
1
10
2
65
1.5
7.7
4.6
24.6
41.5
1.5
15.4
3.1
100.0
1
2
4
5
12
18
19
4
65
1.5
3.1
6.2
7.7
18.5
27.7
29.2
6.2
100.0
4
0
5
31
6
2
15
2
65
6.2
0.0
7.7
47.7
9.2
3.1
23.1
3.1
100.0
3
3
3
6
18
13
14
5
65
4.6
4.6
4.6
9.2
27.7
20.0
21.5
7.7
100.0
6
3
8
10
10
2
24
2
65
9.2
4.6
12.3
15.4
15.4
3.1
36.9
3.1
100.0
8
5
4
25
3
0
18
2
65
12.3
7.7
6.2
38.5
4.6
0.0
27.7
3.1
100.0
3
5
2
2
2
0
48
3
65
4.6
7.7
3.1
3.1
3.1
0.0
73.8
4.6
100.0
9
1
3
2
6
11
31
2
65
13.8
1.5
4.6
3.1
9.2
16.9
47.7
3.1
100.0
x
x
Uncertain
Uncertain
x
x
x
x
x
x
x
Uncertain Uncertain
x
x
Uncertain
Weekly/Monthly
x x
x x
x
Highlighted % are those that are >= 57.5% (>=51% for "I Don't Know" and "Missing").
%
x
x
Uncertain
N
Accountability
Monthly
9.2
Technology
Quarterly
16.9
Resource Allocation
Twice a year
65
Stakeholders
Annually
1
District/School Domain External Environment
Total
25
Climate and Culture
Missing
1
Leadership Supervision
I do not know
4
Professional Development
Daily
5
Assessment
Weekly
12
Instruction
Monthly
6
Curriculum
Quarterly
11
Teacher Perception Analysis
Internal Communication
Quality Educator Domain
Academic Domain
Twice a year
1. How often does your building analyze student performance data to design professional development activities (i.e., student reading, math, science, or other content area test scores)? 2. How often do teachers provide parents with progress information about their child's performance other than student report cards? 3. How often does your building select professional development content and/or strategies that are scientifically research-based? 4. How often do teachers determine whether or not their instruction is causing all students in their classroom to learn the expected knowledge and skills? 5. How often do teachers have time to work together with colleagues to learn new instructional strategies, design new lessons, and/or understand the student learning expectations contained within the district's content standards/benchmarks? 6. How often do teachers use the district's curriculum to design daily lessons? 7. How often do the building administration and teacher representatives meet to make decisions about improving student learning within your building? 8. How often do teachers provide students with information regarding their performance as measured by the district's standards/benchmarks beyond student report cards? 9. How often does the administration observe instruction in classrooms beyond the requirements of the teacher (contractual) evaluation process? 10. How often are teachers informed by the district about policy or procedures being implemented to support improved student achievement? 11. How often are parents involved in the school improvement planning for initiatives within your building? 12. How often are school resources (personnel, time, and/or money) shifted to meet student learning needs?
%
Annually
To what extent do the following events happen within your school building?
N
Standards
Muscatine High School
x x
Unknown
x
Uncertain
x Academic Domain
Quality Educator Domain
District/School Domain
Daily
I do not know
Missing
Total
55.4
13.8
4.6
100.0
Daily/Weekly
Uncertain 16
6
8
8
2
2
20
3
65
24.6
9.2
12.3
12.3
3.1
3.1
30.8
4.6
100.0
1
0
6
8
11
13
24
2
65
1.5
0.0
9.2
12.3
16.9
20.0
36.9
3.1
100.0
8
3
5
3
2
1
42
1
65
12.3
4.6
7.7
4.6
3.1
1.5
64.6
1.5
100.0
6
4
0
11
10
12
21
1
65
9.2
6.2
0.0
16.9
15.4
18.5
32.3
1.5
100.0
x
Uncertain
x
Unknown
x
Uncertain
4
8
10
1
0
33
1
65
12.3
6.2
12.3
15.4
1.5
0.0
50.8
1.5
100.0
0
0
2
2
21
28
10
2
65
0.0
0.0
3.1
3.1
32.3
43.1
15.4
3.1
100.0
0
1
4
4
21
20
13
2
65
0.0
1.5
6.2
6.2
32.3
30.8
20.0
3.1
100.0
x
x
Daily/Weekly
x
x
Weekly/Daily
x
x
7.7
4.6
3.1
60.0
3.1
100.0
5
5
3
1
30
2
65
20.0
9.2
7.7
7.7
4.6
1.5
46.2
3.1
100.0
5
5
6
14
4
0
28
3
65
7.7
7.7
9.2
21.5
6.2
0.0
43.1
4.6
100.0
Always
I do not know
Missing
Total
Never
Rarely
Sometimes
Frequently
Always
I do not know
MIssing
Total
Highlighted % are those that are >= 57.5% (>=51% for "I Don't Know" and "Missing").
x
Uncertain
Teacher Perception Analysis
x
x
Curriculum
6
x
Standards
13
Frequently
Uncertain
x
Accountability
6.2
Technology
3.1
Resource Allocation
12.3
Stakeholders
65
External Environment
2
Climate and Culture
39
Internal Communication
2
x
x
Leadership Supervision
3
Professional Development
5
x
x
Assessment
4
x
x
Instruction
2
x
x
Unknown 8
x
x
Uncertain 8
x
Accountability
Weekly 20.0
Technology
Monthly 3.1
Resource Allocation
Quarterly 3.1
Stakeholders
Twice a year 0.0
External Environment
Annually 0.0
Climate and Culture
Total 65
Internal Communication
Missing 3
Leadership Supervision
I do not know 9
Professional Development
Daily 36
Assessment
Weekly 13
Instruction
Monthly 2
Curriculum
Quarterly 2
Teacher Perception Analysis
Standards
Twice a year 0
Sometimes
To what extent do the following events happen within your school building?
0
Rarely
13. How often do teachers have access to a media specialist to identify resources to support student learning? 14. How often does the administration share student progress data with teachers to foster conversations on how to improve student performance (i.e., student reading comprehension, mathematics, science, or other content areas achievement scores)? 15. How often do teachers inform students about the expectations regarding the knowledge and skills contained within the district's standards/benchmarks? 16. How often do administrators collect data to determine if teachers are teaching the district's standards/benchmarks? 17. How often do teachers evaluate whether or not the curriculum is helping all students learn the knowledge and skills expected by the district? 18. How often does your building evaluate the effectiveness of the professional development activities, content, and/or strategies to determine whether or not the new knowledge and skills teachers are learning is actually improving student achievement? 19. How often do teachers change their lesson plans and select other strategies to meet student learning needs? 20. How often do teachers carefully examine their practices to determine if their instructional methods have impacted student learning? 21. How often does your building use student learning goals to design professional development? (An example of a student learning goal is: "95% of the 4th grade will have a score of 3 or better on each writing trait that demonstrates their ability to write a complete paragraph (40 or more words) using the Six Trait Writing Model by May 2005.") 22. How often do teachers receive constructive feedback from administrators regarding their ability to effectively implement the new knowledge and skills gained as a result of their professional development experiences? 23. How often are teachers asked for input to select professional development activities, content, and/or strategies?
Never
To what extent do the following events happen within your school building?
Annually
Practices Inventory Summary
Practices Inventory Summary 0.0
27.7
53.8
16.9
0.0
1.5
100.0
0
1
16
37
8
0
3
65
0.0
1.5
24.6
56.9
12.3
0.0
4.6
100.0
0
0
16
41
5
1
2
65
0.0
0.0
24.6
63.1
7.7
1.5
3.1
100.0
5
22
18
12
0
7
1
65
7.7
33.8
27.7
18.5
0.0
10.8
1.5
100.0
1
8
16
29
8
1
2
65
1.5
12.3
24.6
44.6
12.3
1.5
3.1
100.0
7
20
16
9
2
10
1
65
10.8
30.8
24.6
13.8
3.1
15.4
1.5
100.0
5
16
22
12
4
5
1
65
7.7
24.6
33.8
18.5
6.2
7.7
1.5
100.0
1
1
11
30
9
11
2
65
1.5
1.5
16.9
46.2
13.8
16.9
3.1
100.0
9
24
14
10
0
6
2
65
13.8
36.9
21.5
15.4
0.0
9.2
3.1
100.0
0
0
1
22
41
0
1
65
0.0
0.0
1.5
33.8
63.1
0.0
1.5
100.0
1
5
18
21
12
7
1
65
1.5
7.7
27.7
32.3
18.5
10.8
1.5
100.0
4
5
25
18
10
2
1
65
6.2
7.7
38.5
27.7
15.4
3.1
1.5
100.0
2
14
12
14
13
9
1
65
3.1
21.5
18.5
21.5
20.0
13.8
1.5
100.0
0
3
9
18
33
0
2
65
0.0
4.6
13.8
27.7
50.8
0.0
3.1
100.0
Frequently/Sometimes
x
Frequently/Sometimes
x
Frequently
x
x
Rarely
Sometimes
Frequently
Always
I do not know
MIssing
Total
5
1
65
6.2
35.4
38.5
9.2
1.5
7.7
1.5
100.0
0
9
14
29
10
1
2
65
0.0
13.8
21.5
44.6
15.4
1.5
3.1
100.0
1
6
24
20
7
5
2
65
1.5
9.2
36.9
30.8
10.8
7.7
3.1
100.0
Sometimes/Rarely
x
x
x
x
x
Rarely/Sometimes
x
x
Always
x
Frequently/Sometimes
x
Sometimes/Frequently
x
Uncertain
x x x
Always/Frequently
Sometimes/Rarely
x
x
Frequently/Sometimes
x
Teacher Perception Analysis
Sometimes/Frequently
Highlighted % are those that are >= 57.5% (>=51% for "I Don't Know" and "Missing").
x
x
Leadership Supervision
Never
1
x
Frequently/Sometimes
x
Professional Development
Total
6
Uncertain
Assessment
Missing
25
x
Instruction
I do not know
23
Frequently/Sometimes
Curriculum
Always
4
x
Standards
Frequently
Rarely/Sometimes
x
x
x
x
x x
x
x
Accountability
0.0
Technology
65
Resource Allocation
1
Stakeholders
0
External Environment
11
Climate and Culture
35
Internal Communication
18
Sometimes
38. How often are central office administrators and/or the superintendent attending professional development activities with teachers? 39. How often do teachers have support to properly use the technology within their building? 40. How often do teachers feel confident that they can support school improvement initiatives without the fear of being treated with disrespect by colleagues?
0
Rarely
To what extent do the following events happen within your school building?
0
Never
24. How often do teachers exhibit behaviors that demonstrate their belief that all students can learn at high levels? 25. How often are "low performing" students receiving instruction that matches their learning needs? (i.e., Multiple instructional approaches are implemented so students have the greatest chance of being successful.) 26. How often are teachers willing to try new techniques/strategies? 27. How often do building level communications (e.g., emails, staff meetings, or other methods) include student achievement progress data? 28. How often do teachers work together in teams with structured procedures and guidelines for conducting effective meetings? 29. How often does your building's professional development include gathering and analyzing data to determine how well teachers are implementing the new knowledge and skills in their classroom? 30. How often does the administrator who evaluates your teaching performance participate in professional development activities with teachers? 31. How often are teachers using the district's content standards/benchmarks to design daily lesson plans? 32. How often are teachers observing other teachers modeling new instructional practices/strategies in a classroom setting? 33. How often do students have access and skills to use technology within your building? 34. How often do teachers feel the central office administrators and/or the superintendent are supportive of your building's school improvement efforts? 35. How often are administrator behaviors creating a respectful environment for teachers and a positive relationship between teachers and students? 36. How often do teachers have access to a student data management system to analyze student progress? 37. How often do teachers have access to technology resources to support instruction?
Practices Inventory Summary 41. How often are teachers held accountable for improving student achievement in their classroom? 42. How often does the administration monitor whether or not teachers are implementing the school improvement plan within their classroom? 43. How often are teachers informed about decisions made by the administration and teacher representatives (school improvement leadership team)? 44. How often do you find students motivated to learn? 45. How often are interactions between teachers during meetings and/or professional development activities negative and/or hurtful? 46. How often are teachers setting high expectations for themselves? 47. How often does professional development time include theory, demonstrations by the trainers, and time for teachers to practice so that teachers have an opportunity to become confident in their new knowledge and skills? 48. How often are teachers faced with uncontrollable student management issues in their classroom? 49. How often do teachers express optimism about improving student learning within your building? 50. How often are "low performing" students given additional time to learn the essential knowledge and skills expected by the district? 51. How often do teachers express apathy about improving student learning within your building?
2
9
13
20
14
6
1
65
3.1
13.8
20.0
30.8
21.5
9.2
1.5
100.0
4
13
22
11
1
13
1
65
6.2
20.0
33.8
16.9
1.5
20.0
1.5
100.0
0 0
7 7
30 28
17 26
4 1
6 0
1 3
65 65
0.0 0.0
10.8 10.8
46.2 43.1
26.2 40.0
6.2 1.5
9.2 0.0
1.5 4.6
100.0 100.0
2
26
29
5
1
1
1
65
3.1
40.0
44.6
7.7
1.5
1.5
1.5
100.0
0
2
16
34
10
2
1
65
0.0
3.1
24.6
52.3
15.4
3.1
1.5
100.0
2
21
28
8
0
4
2
65
3.1
32.3
43.1
12.3
0.0
6.2
3.1
100.0
0
13
32
15
2
2
1
65
0.0
20.0
49.2
23.1
3.1
3.1
1.5
100.0
1
7
29
25
1
1
1
65
1.5
10.8
44.6
38.5
1.5
1.5
1.5
100.0
0
10
19
24
10
1
1
65
0.0
15.4
29.2
36.9
15.4
1.5
1.5
100.0
0
12
30
16
2
4
1
65
0.0
18.5
46.2
24.6
3.1
6.2
1.5
100.0
Uncertain
x
x
Uncertain
x
Sometimes/Frequently
x
Sometimes/Frequently
x
Sometimes/Rarely
x
Frequently/Sometimes
x
Sometimes/Rarely
x
Sometimes/Frequently
x
Sometimes/Frequently
x
Frequently/Sometimes
Highlighted % are those that are >= 57.5% (>=51% for "I Don't Know" and "Missing").
x
Sometimes/Frequently
x x
x
