1. ADMINISTRATIVE LEADERSHIP

* 1. Shallow Brook is a safe place to work.

* 2. Physical facilities are kept clean.

* 3. There is evidence of high staff morale.

* 4. I treat students with fairness and consistency.

* 5. Teachers exhibit a sense of pride in Shallow Brook.

* 6. Student learning is the most important criteria used by me in decision–making.

* 7. My classroom atmosphere is conducive to learning.

* 8. Extra time for learning is provided for students who need it or who want it.

* 9. Concerted attempts are made to avoid disruptions of learning time when scheduling events or activities

* 10. Transitions between classes and/or activities are reasonably smooth and rapid.

* 11. There is a willingness among the instructional staff to change teaching methods to increase student success.

* 12. There is a clearly articulated mission through which the staff shares a commitment to learning goals.

* 13. Administrators and teachers work together to effectively coordinate the instructional program components within and between grades.

* 14. Generally, planning (activities, curriculum, problem-solving) is a collaborative process involving professional staff.

* 15. Some forms of hard data (e.g. needs assessments, surveys, test scores, etc.) are used to determine planning priorities.

* 16. Teachers have an opportunity to participate in planning and implementing school improvement activities.

* 17. Academic goals are defined and focus on improving student performance.

* 18. Academic goals at Shallow Brook are reviewed through some type of evaluative means.

* 19. Our school creates a climate of expectation in which the staff believes that all students can reach extended levels of achievement.

* 20. Clear relationships exist among learning goals, instructional activities, and student assessment.

* 21. Students see learning as the most important reason for attending school.

* 22. My classroom achievement expectations are communicated to all of my students.

* 23. My classroom achievement expectations are communicated to all of my students’ parents.

* 24. My students are treated in ways that emphasize potential and success rather than focusing on shortcomings and failures.

* 25. Staff development opportunities exist that focus on the relationship between teacher expectations and student achievement .

* 26. Staff members work collaboratively within teams on curriculum planning and decision-making.

* 27. In curriculum planning, attention is given to continuity across grade levels.

* 28. The curriculum is available for review by parents and community members.

* 29. The curriculum document is easy for me to use in my daily planning.

* 30. There is congruency between the written curriculum and instruction in my classroom.

* 31. When pertinent, objective-based units or lessons are sequenced to facilitate student learning.

* 32. Instructional materials, resources, and learning activities match objectives, student development levels, student learning styles, and student achievement potential.

* 33. Opportunities for interdisciplinary instruction should be built into the curriculum.

* 34. There is a school-wide commitment to assessment and accountability at Shallow Brook.

* 35. There is a systematic, regular assessment of students’ basic skills in my classroom.

* 36. Student assessment information is regularly used by instructional team members to plan appropriate instruction and curriculum priorities.

* 37. Summaries of student performance are shared with all staff to assist in the development of action plans and alternatives.

* 38. Student progress is measured through multiple methods ranging from teacher-produced tests and other types of classroom assessment to benchmark (e.g. 4Sight) and criterion-referenced (e.g. PSSA’s) tests.

* 39. Student assessment results are reported to parents and the general public.

* 40. All tests used for assessment purposes reflect the objectives of the written curriculum and what is actually taught in my classroom (e.g. classroom tests, PSSA’s, 4-Sight, etc).

* 41. Teachers use classroom assessment results for instructional diagnosis (i.e. to find out if teaching methods are working) as well as student evaluation.

* 42. A cooperative working relationship exists among staff members.

* 43. I use a variety of teaching materials and media.

* 44. I receive feedback on my performance in the classroom setting.

* 45. Supervisor/evaluation procedures are written and are intended to facilitate professional growth.

* 46. There exists an on-going program of staff development based on established needs for instructional improvement.

* 47. My students have adequate opportunities for guided and independent practice with respect to new concepts and skills.

* 48. I communicate with parents about the importance of homework, and I can advise them on how students may get assistance.

* 49. I provide specific priorities for students on the use of class time.

* 50. I review with students key concepts or skills previously taught/learned (retention check).

* 51. Ongoing assessment of low, middle, and high achievers is part of my instructional planning process.

* 52. Administrators communicate openly and candidly with staff members and students.

  SA A D SD
KW

* 53. Administrators expect all staff members to meet high instructional standards.

  SA A D SD
KW

* 54. Administrators, as instructional leaders, review performance data to monitor student progress.

  SA A D SD
KW

* 55. Administrators evaluate teachers based on criteria that focuses on instructional improvement.

  SA A D SD
KW

* 56. Learning time is protected from disruption as much as possible.

  SA A D SD
KW

* 57. Building administrators effectively run meetings which have a clear agenda, and they limit discussion to relevant topics.

  SA A D SD
KW

* 58. Staff members are encouraged to solve their own work-related problems, but may ask for assistance if needed.

  SA A D SD
KW

* 59. Administrators are visible throughout the school.

  SA A D SD
KW

* 60. Administrators visit classrooms to observe instruction.

  SA A D SD
KW

* 61. Administrators involve staff in reaching decisions that affect them.

  SA A D SD
KW

* 62. Administrators provide support to teachers on student discipline.

  SA A D SD
KW
Report a problem

T