Parent Involvement ~ School Culture, Climate & Context Teacher Survey

This survey is designed to provide schools and the district with data useful for evaluating needs in order to develop campus improvement plans. Your survey participation is very important to ensure accurate and useful data. As you answer the questions, please base your answers on your experiences only at the school that you'll select below. Questions about staff or adults at the school refer to all staff - administrators, teachers, teaching assistants, counselors, and other certified and classified staff. Please note that all responses are anonymous.

	Always	Sometimes	Not at all	Not sure
Teachers and staff discuss instructional strategies and curriculum issues.	Teachers and staff discuss instructional strategies and curriculum issues. Always	Teachers and staff discuss instructional strategies and curriculum issues. Sometimes	Teachers and staff discuss instructional strategies and curriculum issues. Not at all	Teachers and staff discuss instructional strategies and curriculum issues. Not sure
Teachers and staff work together to develop the school schedule.	Teachers and staff work together to develop the school schedule. Always	Teachers and staff work together to develop the school schedule. Sometimes	Teachers and staff work together to develop the school schedule. Not at all	Teachers and staff work together to develop the school schedule. Not sure
Teachers and staff are involved in the decision-making process with regard to materials and resources.	Teachers and staff are involved in the decision-making process with regard to materials and resources. Always	Teachers and staff are involved in the decision-making process with regard to materials and resources. Sometimes	Teachers and staff are involved in the decision-making process with regard to materials and resources. Not at all	Teachers and staff are involved in the decision-making process with regard to materials and resources. Not sure
Expectations for student conduct are a result of collaboration and consensus among staff.	Expectations for student conduct are a result of collaboration and consensus among staff. Always	Expectations for student conduct are a result of collaboration and consensus among staff. Sometimes	Expectations for student conduct are a result of collaboration and consensus among staff. Not at all	Expectations for student conduct are a result of collaboration and consensus among staff. Not sure
The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals.	The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Always	The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Sometimes	The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Not at all	The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Not sure
School members are interdependent and value each other.	School members are interdependent and value each other. Always	School members are interdependent and value each other. Sometimes	School members are interdependent and value each other. Not at all	School members are interdependent and value each other. Not sure
Members of our school community seek to define the problem/issue rather than blame others.	Members of our school community seek to define the problem/issue rather than blame others. Always	Members of our school community seek to define the problem/issue rather than blame others. Sometimes	Members of our school community seek to define the problem/issue rather than blame others. Not at all	Members of our school community seek to define the problem/issue rather than blame others. Not sure
Our school supports and appreciates sharing of new ideas by members of our school.	Our school supports and appreciates sharing of new ideas by members of our school. Always	Our school supports and appreciates sharing of new ideas by members of our school. Sometimes	Our school supports and appreciates sharing of new ideas by members of our school. Not at all	Our school supports and appreciates sharing of new ideas by members of our school. Not sure
Teachers are viewed as the instructional leaders and decision makers in their classroom.	Teachers are viewed as the instructional leaders and decision makers in their classroom. Always	Teachers are viewed as the instructional leaders and decision makers in their classroom. Sometimes	Teachers are viewed as the instructional leaders and decision makers in their classroom. Not at all	Teachers are viewed as the instructional leaders and decision makers in their classroom. Not sure
Teachers have a voice in decision-making and policies in our school.	Teachers have a voice in decision-making and policies in our school. Always	Teachers have a voice in decision-making and policies in our school. Sometimes	Teachers have a voice in decision-making and policies in our school. Not at all	Teachers have a voice in decision-making and policies in our school. Not sure
Administrators welcome and support my concerns about students, classroom, and school.	Administrators welcome and support my concerns about students, classroom, and school. Always	Administrators welcome and support my concerns about students, classroom, and school. Sometimes	Administrators welcome and support my concerns about students, classroom, and school. Not at all	Administrators welcome and support my concerns about students, classroom, and school. Not sure
School administrators are visible and accessible at our campus on a regular basis.	School administrators are visible and accessible at our campus on a regular basis. Always	School administrators are visible and accessible at our campus on a regular basis. Sometimes	School administrators are visible and accessible at our campus on a regular basis. Not at all	School administrators are visible and accessible at our campus on a regular basis. Not sure
School administrators exhibit strong instructional leadership and knowledge.	School administrators exhibit strong instructional leadership and knowledge. Always	School administrators exhibit strong instructional leadership and knowledge. Sometimes	School administrators exhibit strong instructional leadership and knowledge. Not at all	School administrators exhibit strong instructional leadership and knowledge. Not sure

Always

Sometimes

Not at all

Not sure

Teachers and staff discuss instructional strategies and curriculum issues.

Teachers and staff discuss instructional strategies and curriculum issues. Always

Teachers and staff discuss instructional strategies and curriculum issues. Sometimes

Teachers and staff discuss instructional strategies and curriculum issues. Not at all

Teachers and staff discuss instructional strategies and curriculum issues. Not sure

Teachers and staff work together to develop the school schedule.

Teachers and staff work together to develop the school schedule. Always

Teachers and staff work together to develop the school schedule. Sometimes

Teachers and staff work together to develop the school schedule. Not at all

Teachers and staff work together to develop the school schedule. Not sure

Teachers and staff are involved in the decision-making process with regard to materials and resources.

Teachers and staff are involved in the decision-making process with regard to materials and resources. Always

Teachers and staff are involved in the decision-making process with regard to materials and resources. Sometimes

Teachers and staff are involved in the decision-making process with regard to materials and resources. Not at all

Teachers and staff are involved in the decision-making process with regard to materials and resources. Not sure

Expectations for student conduct are a result of collaboration and consensus among staff.

Expectations for student conduct are a result of collaboration and consensus among staff. Always

Expectations for student conduct are a result of collaboration and consensus among staff. Sometimes

Expectations for student conduct are a result of collaboration and consensus among staff. Not at all

Expectations for student conduct are a result of collaboration and consensus among staff. Not sure

The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals.

The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Always

The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Sometimes

The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Not at all

The planning/organizational time allotted to teachers and staff is used to plan as collective units/teams rather than as separate individuals. Not sure

School members are interdependent and value each other.

School members are interdependent and value each other. Always

School members are interdependent and value each other. Sometimes

School members are interdependent and value each other. Not at all

School members are interdependent and value each other. Not sure

Members of our school community seek to define the problem/issue rather than blame others.

Members of our school community seek to define the problem/issue rather than blame others. Always

Members of our school community seek to define the problem/issue rather than blame others. Sometimes

Members of our school community seek to define the problem/issue rather than blame others. Not at all

Members of our school community seek to define the problem/issue rather than blame others. Not sure

Our school supports and appreciates sharing of new ideas by members of our school.

Our school supports and appreciates sharing of new ideas by members of our school. Always

Our school supports and appreciates sharing of new ideas by members of our school. Sometimes

Our school supports and appreciates sharing of new ideas by members of our school. Not at all

Our school supports and appreciates sharing of new ideas by members of our school. Not sure

Teachers are viewed as the instructional leaders and decision makers in their classroom.

Teachers are viewed as the instructional leaders and decision makers in their classroom. Always

Teachers are viewed as the instructional leaders and decision makers in their classroom. Sometimes

Teachers are viewed as the instructional leaders and decision makers in their classroom. Not at all

Teachers are viewed as the instructional leaders and decision makers in their classroom. Not sure

Teachers have a voice in decision-making and policies in our school.

Teachers have a voice in decision-making and policies in our school. Always

Teachers have a voice in decision-making and policies in our school. Sometimes

Teachers have a voice in decision-making and policies in our school. Not at all

Teachers have a voice in decision-making and policies in our school. Not sure

Administrators welcome and support my concerns about students, classroom, and school.

Administrators welcome and support my concerns about students, classroom, and school. Always

Administrators welcome and support my concerns about students, classroom, and school. Sometimes

Administrators welcome and support my concerns about students, classroom, and school. Not at all

Administrators welcome and support my concerns about students, classroom, and school. Not sure

School administrators are visible and accessible at our campus on a regular basis.

School administrators are visible and accessible at our campus on a regular basis. Always

School administrators are visible and accessible at our campus on a regular basis. Sometimes

School administrators are visible and accessible at our campus on a regular basis. Not at all

School administrators are visible and accessible at our campus on a regular basis. Not sure

School administrators exhibit strong instructional leadership and knowledge.

School administrators exhibit strong instructional leadership and knowledge. Always

School administrators exhibit strong instructional leadership and knowledge. Sometimes

School administrators exhibit strong instructional leadership and knowledge. Not at all

School administrators exhibit strong instructional leadership and knowledge. Not sure

Thank you for participating in this survey!!

Portions of this survey were adapted from several sources, including the Indiana Department of Education, the Evaluation Center at Western Michigan University, and The School Leader's Tool for Assessing and Improving School Culture by Christopher R. Wagner.

Parent Involvement ~ School Culture, Climate & Context Teacher Survey

Question Title

* 1. Please select your campus from the list.

Question Title

* 2. Respond to each scenario below based on your experiences at the school identified above.