Name:

School:

School Self-Study Survey

Developed by Gordon Vessels, Ed.D.

©

Enter your number answers in column A only. Disregard all other boxes. You have five answer choices: (1) nonexistent, (2) weak, (3) fair, (4), good (5) excellent.

Date: ID #: Yrs. at School:

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1

Use of student assessment information for instructional planning

1

2

Classroom management skill of teachers on your grade level

2

3

Staff sharing of values, beliefs, commitment, and sense of duty

3

4

Your school’s program for orienting new parents

4

5

Adequacy of and procedures for obtaining instructional materials

5

6

Teachers’ contributions to school cleanliness and appearance

6

7

Relevance of curriculum and instruction to the lives of students

7

8

Opportunity to learn from other teachers and staff members

8

9

Tutoring information for the parents of children who are behind

9

10

Teachers’ punctuality in arriving at school each morning

10

11

Teachers’ desire to be excellent instructors and character models

11

12

Support for beginning teachers and teachers new to the school

12

13

Respectfulness of students toward adults in the school

13

14

Multicultural instruction through infusion and supplementation

14

15

School’s connection with child-serving agencies and programs

15

16

Convenience for you of meeting times for Student Support Team

16

17

Use of integrated thematic instruction

17

18

Value of the school’s counseling program

18

19

Grade-level team planning for individual students (last few months)

19

20

Help for staff whose evaluations show areas needing improvement

20

21

Use of available instructional software (at grade level)

21

22

Training of students as leaders

22

23

School organization and management (last few months)

23

24

Choices given to students during instruction (at grade level)

24

25

Student attendance (classroom perspective)

25

26

Active student learning versus passive (at grade level)

26

27

After-hour use of school building by community groups

27

28

Instructional competence of teaching staff

28

Subtotals (carry over to page 7)

School Self-Study Survey page 2

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29

Inferred quality of day-care and preschool programs in community

29 29

30

Space in classrooms, lunchroom, assembly area, and PE area

30 30

31

Use of portfolios in assessing student performance

31 11

32

Citizenship development through formal and informal lessons

32 3232

33

Teacher contact of parents about participating in school program

33

34

Effectiveness of rewards and sanctions for teachers

34

35

Quality of the school’s music program

35

36

Alignment of instruction with the curriculum and QCC objectives

36

37

Provision of information to parents about community resources

37

38

Quality of lesson planning (at grade level)

38

39

Use of action research by teachers

39

40

Needs assessment for staff development

40

41

Sharing of leadership by teachers, students, and parents.

41

42

Grade-level integration of curriculum across subjects

42

43

Sharing of professional materials and information among staff

43

44

Displays of student work outside of the classrooms

44

45

Manageability of most students

45

46

Climate enabling all in the school to be teachers and learners

46

47

Quality of special school activities such as cultural festivals

47

48

Supplemental individualized instruction after school hours

48

49

Availability of working computers

49

50

School development plan and related planning process

50

51

Business partner involvement and contributions

51

52

Shared vision for the future of the school

52

53

Overall climate and learning environment of the school

53

54

Cohesiveness of teaching staff

54

55

Achievement goals and benchmarks to help determine progress

55

56

Helpfulness of feedback and instruction from principal

56

57

Clear and useable information for parents about achievement

57

58

Home visits by teachers

58

Subtotals (carry over to page 7)

School Self-Study Survey page 3

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59

Annual parent survey to assess satisfaction, needs, concerns

59

60

Use of school-system resources for staff development

60

61

Necessity of rules and procedures teachers must follow

61

62

Instructional discipline (problems used as teachable moments)

62

63

School’s effort to improve quality of life for entire community

63

64

Helpfulness and competence of school psychologist

64

65

Use of class discussion as instructional and evaluation method

65

66

Social skills training and development

66

67

Principal’s recognition of teacher achievements and innovations

67

68

Principal’s stimulation of thinking, study, creativity, risk-taking

68

69

Adaptation of instruction to learning styles

69

70

Teacher contact with parents to give good news about children

70

71

Use of service learning by teachers

71

72

Use by grade-level-teams of one standard for grading

72

73

Classroom instruction that addresses community problems

73

74

Students’ pride in school and desire to make it better

74

75

Effort to teach students how to work as team members

75

76

School as a community learning center for all residents

76

77

Modification of instruction for slow and gifted students

77

78

Teacher contact with parents regarding instructional issues

78

79

Quality and usefulness of textbooks in various subjects

79

80

Linkage of staff development to school goals and shared vision

80

81

Use of cooperative learning as an instructional method

81

82

Teacher support for school’s student assessment practices

82

83

Involvement of teachers in school governance and management

83

84

Value of teacher evaluation process

84

85

Use of computer technology as an instructional tool by teachers

85

86

Cleanliness of the school

86

87

Instructional support students receive at home

87

88

Interpersonal support given by principal (last few months)

88

Subtotals (carry over to page 7)

School Self-Study Survey page 4

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89

Integration of reading and writing across the curriculum

89

90

Feedback and advice from co-workers about teaching

90

91

Management of day-to-day affairs by the school principal

91

92

Quality of math program

92

93

Collaboration among teachers

93

94

Instruction that extends beyond textbooks and workbooks

94

95

The staff as a professional community of learners

95

96

Opportunities for students to teach teachers and each other

96

97

Training and knowledge of teachers at your grade level

97

98

Motivation of students to learn

98

99

Quality or effectiveness of school-wide discipline system

99

100

Use of performance evaluation with rubrics

100

101

Formal character education program

101

102

Teachers’ knowledge of children’s developmental characteristics

102

103

Grade-level decision making by teachers

103

104

Utilization of teachers as resources in the school

104

105

Openness of teachers to change and whole school reform

105

106

Connection of staff development to weaknesses of staff

106

107

Extra-curricular and co-curricular programs and participation

107

108

Instructional time or time for teaching in classrooms

108

109

Integration of technology into all aspects of school operations

109

110

Staff knowledge of whole-school reform models and ideas

110

111

Relevance of curriculum to the present and future

111

112

Critical reflection by teachers about content and methods

112

113

Value of the Parent Center to parents

113

114

Recognition of volunteers for their work in the school

114

115

Computer literacy of teaching staff

115

116

Status of the PTO

116

117

Homework monitoring and assistance provided by parents

117

118

Help for parents seeking learning resources in the community

118

Subtotals (carry over to page 7)

School Self-Study Survey page 5

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119

Goals for staff development

119

120

Pervasive infusion of multicultural teaching and diversity issues

120

121

School newsletter

121

122

Sending home folders of student work (at grade level)

122

123

Arranged contact between involved and uninvolved parents

123

124

School as a caring community

124

125

Partnerships with business and other groups

125

126

Information for parents about good home conditions for learning

126

127

Developmental appropriateness of curriculum and instruction

127

128

Teachers’ desire to modify and plan for special needs students

128

129

Teachers’ knowledge of children’s developmental characteristics

129

130

Quality of teachers’ relationships with students

130

131

Student-interest-based instruction at the grade level you teach

131

132

Use of student presentations for instruction and evaluation

132

133

Grade-level-team coordination of homework

133

134

Helpfulness of Student Support Team meetings

134

135

Ability of students to resolve conflicts peacefully

135

136

Desire of students to resolve conflicts peacefully

136

137

Value of social work services

137

138

Teachers’ and administrators’ expectations for students

138

139

Readiness of students for kindergarten

139

140

Teacher-to-student ratio

140

141

Group planning time

141

142

Individual planning time

142

143

Use of internet by teachers for instruction

143

144

Use of co-teaching or team teaching

144

145

Cross-age/cross-grade tutoring, mentoring, buddying

145

146

Adult mentoring program

146

147

Student concerns about social issues and problems

147

148

Authentic assessment or application of knowledge in the real world

148

Subtotals (carry over to page 7)

School Self-Study Survey page 6

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149

Usefulness or value of whole-staff meetings

149

150

Teaching students work and study habits

150

151

Curriculum that focuses on all developmental needs

151

152

Sharing of power and leadership with teachers and students

152

153

Use of class meetings to build community and promote learning

153

154

Exposure of students to other cultures and subcultures

154

155

Cross-grade multi-age grouping for reading instruction

155

156

Real world learning experiences for students

156

157

Teachers’ adaptation to the culture and lives of students

157

158

Stimulation of higher-level thinking skills

158

159

Teacher attendance and motivation

159

160

Use of consultants from outside the school

160

161

Overall effectiveness of the instructional program

161

162

Visual attractiveness of the school’s exterior including landscaping

162

163

Quality of visual arts program

163

164

Opportunity to observe colleagues teaching

164

165

Amount of staff development given the needs of teachers

165

166

Quality of physical education program

166

167

Communication with parents about importance of reading at home

167

168

Training of parent volunteers

168

169

Two-way communication with parents

169

170

Feeling of parents that they belong in the school

170

171

Classroom management skills of entire teaching staff

171

172

Staffs’ respect for the students and their parents

172

173

Creativity and interest value of teachers’ lessons

173

174

Information for parents on children’s developmental characteristics

174

175

School’s involvement in parenting education

175

176

Staff development presentations by teachers

176

177

Accessibility of school administrators during the last few months

177

178

Teachers’ freedom to experiment and take initiative on their own

178

Subtotals (carry over to page 7)

School Self-Study Survey Page 7

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179

Adequacy of instructional resources and materials

179

180

Overall job satisfaction of teachers

180

181

Teachers’ and students’ belief that they are safe within the school

181

182

Quality of instructional software

182

183

Recognition of students’ accomplishments

183

184

Overall quality of writing program

184

185

Display of student work in classrooms

185

186

Quality of teachers’ contacts with parents about student behavior

186

187

Schools’ effort to serve the entire community

187

188

Teachers’ pride in the school

188

189

Principal as model for teachers and students over last few months

189

190

Overall quality of relationships between teachers and parents

190

191

Visual attractiveness and appeal of classroom interiors

191

192

Use of looping to foster classroom communities and learning

192

193

Kitchen service including cooking, cleaning, and attitude

194

Lesson planning requirements

194

195

196

Incentives for innovative teaching

195

Connection students see between school learning and real life

196

Building Condition

197

Skills and training of paraprofessionals

197

198

Custodial care of student and adult restrooms during school hours

198

199

200

Willingness of custodial staff to provide an ideally clean school

199

Instructional Planning

Instructional Content

Instructional Methods

Instructional Evaluation

Instructional Technology

Quality of Instruction

Staff Development

Parent Education

Adult Learning

Leadership Behavior

Student Behavior

Teacher Behavior

Teacher Competence

Community of Inquiry

Caring Community

Partnering / Cooperation

Instructional Support

School Climate

Parent Utilization

Condition of schools’ desks, tables, cabinets, carpets, walls, etc.

200

Community

Whole-survey and subscale totals for page 7 only

Whole-survey and subscale totals carried over from page 6

Whole-survey and subscale totals carried over from page 5

Whole-survey and subscale totals carried over from page 4

Whole-survey and subscale totals carried over from page 3

Whole-survey and subscale totals carried over from page 2

Whole-survey and subscale totals carried over from page 1

Grand totals for the whole survey and each subscale

193