Lead Evaluator Training Survey

Question Title

* 1. How much has your familiarity with the SED Race To The Top initiatives (Common Core, Data-Driven Instruction, APPR, etc.) increased because of the training?

A great deal

A moderate amount

A little

None at all

Other (please specify)

Question Title

* 2. Please rate your progress toward the nine required components of Lead Evaluator training:

	In good shape	Getting there	At a beginning stage	Not yet addressed
New York State Teaching Standards and Leadership Standards	New York State Teaching Standards and Leadership Standards In good shape	New York State Teaching Standards and Leadership Standards Getting there	New York State Teaching Standards and Leadership Standards At a beginning stage	New York State Teaching Standards and Leadership Standards Not yet addressed
Evidence-based observation	Evidence-based observation In good shape	Evidence-based observation Getting there	Evidence-based observation At a beginning stage	Evidence-based observation Not yet addressed
Application and use of Student Growth Percentile and VA Growth Model data	Application and use of Student Growth Percentile and VA Growth Model data In good shape	Application and use of Student Growth Percentile and VA Growth Model data Getting there	Application and use of Student Growth Percentile and VA Growth Model data At a beginning stage	Application and use of Student Growth Percentile and VA Growth Model data Not yet addressed
Application and use of the State-approved teacher or principal rubrics	Application and use of the State-approved teacher or principal rubrics In good shape	Application and use of the State-approved teacher or principal rubrics Getting there	Application and use of the State-approved teacher or principal rubrics At a beginning stage	Application and use of the State-approved teacher or principal rubrics Not yet addressed
Application and use of any assessment tools used to evaluate teachers and principals	Application and use of any assessment tools used to evaluate teachers and principals In good shape	Application and use of any assessment tools used to evaluate teachers and principals Getting there	Application and use of any assessment tools used to evaluate teachers and principals At a beginning stage	Application and use of any assessment tools used to evaluate teachers and principals Not yet addressed
Application and use of State-approved locally selected measures of student achievement	Application and use of State-approved locally selected measures of student achievement In good shape	Application and use of State-approved locally selected measures of student achievement Getting there	Application and use of State-approved locally selected measures of student achievement At a beginning stage	Application and use of State-approved locally selected measures of student achievement Not yet addressed
Use of the Statewide Instructional Reporting System	Use of the Statewide Instructional Reporting System In good shape	Use of the Statewide Instructional Reporting System Getting there	Use of the Statewide Instructional Reporting System At a beginning stage	Use of the Statewide Instructional Reporting System Not yet addressed
Scoring methodology used to evaluate teachers and principals	Scoring methodology used to evaluate teachers and principals In good shape	Scoring methodology used to evaluate teachers and principals Getting there	Scoring methodology used to evaluate teachers and principals At a beginning stage	Scoring methodology used to evaluate teachers and principals Not yet addressed
Specific considerations in evaluating teachers and principals of ELLs and students with disabilities	Specific considerations in evaluating teachers and principals of ELLs and students with disabilities In good shape	Specific considerations in evaluating teachers and principals of ELLs and students with disabilities Getting there	Specific considerations in evaluating teachers and principals of ELLs and students with disabilities At a beginning stage	Specific considerations in evaluating teachers and principals of ELLs and students with disabilities Not yet addressed

Comments:

Question Title

* 3. Please comment on aspects of the training.

	Too much	Right amount	Too little	Not applicable
Developing an understanding of the big picture	Developing an understanding of the big picture Too much	Developing an understanding of the big picture Right amount	Developing an understanding of the big picture Too little	Developing an understanding of the big picture Not applicable
Time spent with NYS Teaching standards	Time spent with NYS Teaching standards Too much	Time spent with NYS Teaching standards Right amount	Time spent with NYS Teaching standards Too little	Time spent with NYS Teaching standards Not applicable
Time spent with the rubric	Time spent with the rubric Too much	Time spent with the rubric Right amount	Time spent with the rubric Too little	Time spent with the rubric Not applicable
Watching classroom lessons and collecting evidence	Watching classroom lessons and collecting evidence Too much	Watching classroom lessons and collecting evidence Right amount	Watching classroom lessons and collecting evidence Too little	Watching classroom lessons and collecting evidence Not applicable
Use of Kim Marshall's text	Use of Kim Marshall's text Too much	Use of Kim Marshall's text Right amount	Use of Kim Marshall's text Too little	Use of Kim Marshall's text Not applicable
Exploring examples of planning tools and other resources	Exploring examples of planning tools and other resources Too much	Exploring examples of planning tools and other resources Right amount	Exploring examples of planning tools and other resources Too little	Exploring examples of planning tools and other resources Not applicable
Other videos (either humorous or illustrative)	Other videos (either humorous or illustrative) Too much	Other videos (either humorous or illustrative) Right amount	Other videos (either humorous or illustrative) Too little	Other videos (either humorous or illustrative) Not applicable
Interaction with neighbors or table	Interaction with neighbors or table Too much	Interaction with neighbors or table Right amount	Interaction with neighbors or table Too little	Interaction with neighbors or table Not applicable
District planning time	District planning time Too much	District planning time Right amount	District planning time Too little	District planning time Not applicable

Comments:

Question Title

* 4. Was the training better than what you expected, worse than what you expected, or about what you expected?

Much better

Slightly better

About what was expected

Slightly worse

Much worse

Comments (please specify)

Question Title

* 5. How ready do you feel about starting the new APPR process?

In good shape

Ready to at least give it a try

Will try some of it, reluctantly

Not willing to try anything without knowing more

Other (please specify)

Question Title

* 1. How much has your familiarity with the SED Race To The Top initiatives (Common Core, Data-Driven Instruction, APPR, etc.) increased because of the training?

Question Title

* 2. Please rate your progress toward the nine required components of Lead Evaluator training:

Question Title

* 3. Please comment on aspects of the training.

Question Title

* 4. Was the training better than what you expected, worse than what you expected, or about what you expected?

Question Title

* 5. How ready do you feel about starting the new APPR process?

Question Title

* 6. Any other comments or suggestions for Jeff?