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Kentucky Leadership Networks Year 3 Follow-up Survey 2012

1. WELCOME TO THE KENTUCKY LEADERSHIP NETWORKS YEAR 3 FOLLOW UP SURVEY

Please answer EVERY question as accurately as you can. ALL responses will remain anonymous. The entire survey should only take 5-10 minutes.

Question Title

* 1. In the PREVIOUS SCHOOL YEAR (2011-2012), did you work with other educators at the school level, the district level, or beyond? Please check the box that represents the most collaborative form of work you did LAST YEAR.

	I didn’t do this OR I did this by myself	Teachers OR administrators in my building	Teachers AND administrators in my building	Educators in my building AND central office administrators	Educators in my district AND educators in other districts
1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS)	1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS) I didn’t do this OR I did this by myself	1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS) Teachers OR administrators in my building	1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS) Teachers AND administrators in my building	1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS) Educators in my building AND central office administrators	1.Engage in conversations about the interpretation of Kentucky’s Standards (KCAS) Educators in my district AND educators in other districts
2.Translate Kentucky’s Core Academic Standards into clear learning targets	2.Translate Kentucky’s Core Academic Standards into clear learning targets I didn’t do this OR I did this by myself	2.Translate Kentucky’s Core Academic Standards into clear learning targets Teachers OR administrators in my building	2.Translate Kentucky’s Core Academic Standards into clear learning targets Teachers AND administrators in my building	2.Translate Kentucky’s Core Academic Standards into clear learning targets Educators in my building AND central office administrators	2.Translate Kentucky’s Core Academic Standards into clear learning targets Educators in my district AND educators in other districts
3.Design or select appropriate formative (“classroom”) assessments	3.Design or select appropriate formative (“classroom”) assessments I didn’t do this OR I did this by myself	3.Design or select appropriate formative (“classroom”) assessments Teachers OR administrators in my building	3.Design or select appropriate formative (“classroom”) assessments Teachers AND administrators in my building	3.Design or select appropriate formative (“classroom”) assessments Educators in my building AND central office administrators	3.Design or select appropriate formative (“classroom”) assessments Educators in my district AND educators in other districts
4.Analyze and interpret formative classroom assessments	4.Analyze and interpret formative classroom assessments I didn’t do this OR I did this by myself	4.Analyze and interpret formative classroom assessments Teachers OR administrators in my building	4.Analyze and interpret formative classroom assessments Teachers AND administrators in my building	4.Analyze and interpret formative classroom assessments Educators in my building AND central office administrators	4.Analyze and interpret formative classroom assessments Educators in my district AND educators in other districts
5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments	5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments I didn’t do this OR I did this by myself	5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments Teachers OR administrators in my building	5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments Teachers AND administrators in my building	5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments Educators in my building AND central office administrators	5.Analyze and interpret summative (“interim,” “benchmark,” or end-of-year) assessments Educators in my district AND educators in other districts
6.Use student assessment data (formative or summative) to inform instruction	6.Use student assessment data (formative or summative) to inform instruction I didn’t do this OR I did this by myself	6.Use student assessment data (formative or summative) to inform instruction Teachers OR administrators in my building	6.Use student assessment data (formative or summative) to inform instruction Teachers AND administrators in my building	6.Use student assessment data (formative or summative) to inform instruction Educators in my building AND central office administrators	6.Use student assessment data (formative or summative) to inform instruction Educators in my district AND educators in other districts
7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments)	7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments) I didn’t do this OR I did this by myself	7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments) Teachers OR administrators in my building	7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments) Teachers AND administrators in my building	7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments) Educators in my building AND central office administrators	7.Design or select evidence-based instructional resources and strategies that are aligned to learning targets (e.g., learning progressions, units, and standards-based assessments) Educators in my district AND educators in other districts
8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...)	8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...) I didn’t do this OR I did this by myself	8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...) Teachers OR administrators in my building	8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...) Teachers AND administrators in my building	8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...) Educators in my building AND central office administrators	8.Use web-based technology to access and/or share instructional resources (e.g. CIITS, KET,...) Educators in my district AND educators in other districts

Question Title

* 2. How valuable did you find the following Leadership Networks activities in 2011-2012?

	Not at all valuable	Only slightly valuable	Moderately valuable	Extremely valuable
Regular regional Leadership Network meetings	Regular regional Leadership Network meetings Not at all valuable	Regular regional Leadership Network meetings Only slightly valuable	Regular regional Leadership Network meetings Moderately valuable	Regular regional Leadership Network meetings Extremely valuable
Online Communities of Practice/Virtual Support (Wikis, Blackboard, Sharepoint, etc.)	Online Communities of Practice/Virtual Support (Wikis, Blackboard, Sharepoint, etc.) Not at all valuable	Online Communities of Practice/Virtual Support (Wikis, Blackboard, Sharepoint, etc.) Only slightly valuable	Online Communities of Practice/Virtual Support (Wikis, Blackboard, Sharepoint, etc.) Moderately valuable	Online Communities of Practice/Virtual Support (Wikis, Blackboard, Sharepoint, etc.) Extremely valuable
Other network participants sharing 'mini-lessons'/strategies/successes	Other network participants sharing 'mini-lessons'/strategies/successes Not at all valuable	Other network participants sharing 'mini-lessons'/strategies/successes Only slightly valuable	Other network participants sharing 'mini-lessons'/strategies/successes Moderately valuable	Other network participants sharing 'mini-lessons'/strategies/successes Extremely valuable
In-district/school support from Content Specialists	In-district/school support from Content Specialists Not at all valuable	In-district/school support from Content Specialists Only slightly valuable	In-district/school support from Content Specialists Moderately valuable	In-district/school support from Content Specialists Extremely valuable
Collaborations/conversations with other participants OUTSIDE of network meetings	Collaborations/conversations with other participants OUTSIDE of network meetings Not at all valuable	Collaborations/conversations with other participants OUTSIDE of network meetings Only slightly valuable	Collaborations/conversations with other participants OUTSIDE of network meetings Moderately valuable	Collaborations/conversations with other participants OUTSIDE of network meetings Extremely valuable

Other (please specify)