KIBSD DW Inservice Post Survey February 2017

1.What building are you from?

3.Our first goal for this in-service was to improve communication through an improved schedule format, accessible support as you entered KHS, and an all staff morning welcome in the auditorium. How would you assess the clarity of communication regarding scheduling?

Less than satisfactory (at times, a barrier to effective learning)

Satisfactory (supported learning)

Exceeds (allowed learning to accelerate or go deeper)

Comments:

4.In response to feedback, 90 minutes of goal-oriented building time was set aside Thursday AM and 15 minutes Friday PM. This time was, also, protected from other mandatory trainings. How would you assess the value of this time?

Building time had little or no value or potential impact on student achievement.

Building time supported our building's ability to impact student achievement in a focused direction

Building time exceeded expectations as a means of impacting student achievement in a focused, collaborative approach.

Commetns

5.In response to feedback, 90 minutes Friday AM was set aside to allow participants time to work within content areas/departments in a goal-oriented manner. How would you assess the value of this time?

Content area/Dept. PLC time had little or no value or potential impact on student achievement.

Content area/Dept. PLC time supported our ability to impact student achievement in a focused direction.

Content area/Dept. PLC time exceeded expectations as a means of impacting student achievement in a focused collaborative approach.

I had no related content area to join.

Comments

6.In response to feedback, 4 break-out sessions were provided to allow participants opportunities to choose a variety of sessions and learn with a variety of people. How would you assess the value of this time?

Break-out sessions had little or no value or potential impact on student achievement.

Break-out sessions supported my professional growth and impact student achievement in an area aligned with my interest/need.

Break-out sessions exceeded expectations for professional growth as a means of impacting student achievement. in an area aligned with my interest/need.

Comments

7.In response to feedback for increased amount of collaboration time, EdCamp was added to our schedule.

EdCamps had little or no value or potential impact on student achievement.

EdCamps supported my professional growth and will impact student achievement.

EdCamps exceeded expectations for professional growth as a means of impacting student achievement and strengthening a collaborative approach within KIBSD.

Comments:

8.As a Together WE Can approach during the inservice, we provided:
-15 min. both mornings to start the day with updates, celebrations and explanations
-opportunities for general feedback
-session feedback surveys
-Together WE Can nominations, awards and bulletin board
-access for classified staff for devices
-Sched.org as a communication tool

How would you rate the impact of these strategies in building a KIBSD 'Together WE Can" culture during this inservice?

These strategies had little to no impact on KIBSD "Together WE Can" culture.

These strategies supported a KIBSD "Together WE Can" culture.

These strategies strengthened a KIBSD "Together WE Can" culture.

Comments:

9.As a result of learning during the KIBSD District-Wide In-Service, what is one thing you will do differently that will have a positive impact on student achievement?

10.What sessions or topics would you want us to provide in future in-services and professional development opportunities? Is there a KIBSD person or Kodiak community member you would suggest as an effective facilitator of the session(s)?

Topic/Audience/Possible Facilitator:

11.During the upcoming KIBSD Summer Institute, we will focus on K-12 scope and sequence in all content area, and begin work on aligned resources and proficiency scales.
Do you have any suggestions that we might consider as we continue our planning efforts?

12.Additional Comments: