Title II Staff Survey FY24

Question Title

* 1. Select your location:

Question Title

* 2. The following best describes my role: (Please select all applicable answers).

Paraprofessional

Pre-K Teacher

Elementary Teacher

Middle School Teacher

High School Teacher

Principal or Assistant Principal

Specialized Support Personnel

Other School Leader

District Leader

Question Title

* 3. I also work with the following students: (Please select all applicable answers).

Students with Disabilities

English Learners

Gifted/Talented

Migrant

Question Title

* 4. Rate each area on the level at which targeted professional development would enhance your capacity to support the needs of diverse students.

	Advanced Professional Development	Introductory Professional Development	Professional Development Not Applicable
Students with Disabilities	Students with Disabilities Advanced Professional Development	Students with Disabilities Introductory Professional Development	Students with Disabilities Professional Development Not Applicable
English Learners	English Learners Advanced Professional Development	English Learners Introductory Professional Development	English Learners Professional Development Not Applicable
Gifted and Talented Students	Gifted and Talented Students Advanced Professional Development	Gifted and Talented Students Introductory Professional Development	Gifted and Talented Students Professional Development Not Applicable
Migrant Students	Migrant Students Advanced Professional Development	Migrant Students Introductory Professional Development	Migrant Students Professional Development Not Applicable
Economically Disadvantaged Students	Economically Disadvantaged Students Advanced Professional Development	Economically Disadvantaged Students Introductory Professional Development	Economically Disadvantaged Students Professional Development Not Applicable
Minority Students	Minority Students Advanced Professional Development	Minority Students Introductory Professional Development	Minority Students Professional Development Not Applicable
Response to Intervention	Response to Intervention Advanced Professional Development	Response to Intervention Introductory Professional Development	Response to Intervention Professional Development Not Applicable
Early Childhood Students (Ages 0-8)	Early Childhood Students (Ages 0-8) Advanced Professional Development	Early Childhood Students (Ages 0-8) Introductory Professional Development	Early Childhood Students (Ages 0-8) Professional Development Not Applicable
Student Supports and Intervention Programs	Student Supports and Intervention Programs Advanced Professional Development	Student Supports and Intervention Programs Introductory Professional Development	Student Supports and Intervention Programs Professional Development Not Applicable
Classroom Management	Classroom Management Advanced Professional Development	Classroom Management Introductory Professional Development	Classroom Management Professional Development Not Applicable

Other (please specify)

Question Title

* 5. Rate each area on the level at which targeted professional development would enhance your capacity to support students in the following academic content areas:

	Advanced Professional Development	Introductory Professional Development	Professional Development Not Applicable
English/Language Arts	English/Language Arts Advanced Professional Development	English/Language Arts Introductory Professional Development	English/Language Arts Professional Development Not Applicable
Reading	Reading Advanced Professional Development	Reading Introductory Professional Development	Reading Professional Development Not Applicable
Mathematics	Mathematics Advanced Professional Development	Mathematics Introductory Professional Development	Mathematics Professional Development Not Applicable
Science	Science Advanced Professional Development	Science Introductory Professional Development	Science Professional Development Not Applicable
Social Studies	Social Studies Advanced Professional Development	Social Studies Introductory Professional Development	Social Studies Professional Development Not Applicable
Foreign Language	Foreign Language Advanced Professional Development	Foreign Language Introductory Professional Development	Foreign Language Professional Development Not Applicable
Fine Arts	Fine Arts Advanced Professional Development	Fine Arts Introductory Professional Development	Fine Arts Professional Development Not Applicable
CTAE	CTAE Advanced Professional Development	CTAE Introductory Professional Development	CTAE Professional Development Not Applicable
Health and Physical Education	Health and Physical Education Advanced Professional Development	Health and Physical Education Introductory Professional Development	Health and Physical Education Professional Development Not Applicable

Other (please specify)

Question Title

* 6. Rate professional development on the level at which you perceive its current effectiveness.

	Very Effective	Effective	Somewhat Effective	Not Effective	Don't Know/Not Applicable
Professional Development for Student Support and Intervention Programs	Professional Development for Student Support and Intervention Programs Very Effective	Professional Development for Student Support and Intervention Programs Effective	Professional Development for Student Support and Intervention Programs Somewhat Effective	Professional Development for Student Support and Intervention Programs Not Effective	Professional Development for Student Support and Intervention Programs Don't Know/Not Applicable
High Quality, Evidence-Based Professional Development on Content and Pedagogy	High Quality, Evidence-Based Professional Development on Content and Pedagogy Very Effective	High Quality, Evidence-Based Professional Development on Content and Pedagogy Effective	High Quality, Evidence-Based Professional Development on Content and Pedagogy Somewhat Effective	High Quality, Evidence-Based Professional Development on Content and Pedagogy Not Effective	High Quality, Evidence-Based Professional Development on Content and Pedagogy Don't Know/Not Applicable
High Quality, Evidence-Based Professional Development on Leadership	High Quality, Evidence-Based Professional Development on Leadership Very Effective	High Quality, Evidence-Based Professional Development on Leadership Effective	High Quality, Evidence-Based Professional Development on Leadership Somewhat Effective	High Quality, Evidence-Based Professional Development on Leadership Not Effective	High Quality, Evidence-Based Professional Development on Leadership Don't Know/Not Applicable
Personalized Professional Development Opportunities	Personalized Professional Development Opportunities Very Effective	Personalized Professional Development Opportunities Effective	Personalized Professional Development Opportunities Somewhat Effective	Personalized Professional Development Opportunities Not Effective	Personalized Professional Development Opportunities Don't Know/Not Applicable
Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.)	Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.) Very Effective	Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.) Effective	Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.) Somewhat Effective	Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.) Not Effective	Method(s) of Providing Professional Development Opportunities (Job-embedded/Coaching, PLCs, Virtual, Consultants, etc.) Don't Know/Not Applicable
High Quality Professional Development Materials	High Quality Professional Development Materials Very Effective	High Quality Professional Development Materials Effective	High Quality Professional Development Materials Somewhat Effective	High Quality Professional Development Materials Not Effective	High Quality Professional Development Materials Don't Know/Not Applicable
Ongoing Support for Professional Development Implementation	Ongoing Support for Professional Development Implementation Very Effective	Ongoing Support for Professional Development Implementation Effective	Ongoing Support for Professional Development Implementation Somewhat Effective	Ongoing Support for Professional Development Implementation Not Effective	Ongoing Support for Professional Development Implementation Don't Know/Not Applicable

Question Title

* 7. Rate the level at which you perceive the current effectiveness of the following related to personnel:

	Very Effective	Effective	Somewhat Effective	Not Effective	Don't Know/Not Applicable
Recruiting through Teacher and Leader Preparation Programs	Recruiting through Teacher and Leader Preparation Programs Very Effective	Recruiting through Teacher and Leader Preparation Programs Effective	Recruiting through Teacher and Leader Preparation Programs Somewhat Effective	Recruiting through Teacher and Leader Preparation Programs Not Effective	Recruiting through Teacher and Leader Preparation Programs Don't Know/Not Applicable
Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media)	Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media) Very Effective	Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media) Effective	Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media) Somewhat Effective	Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media) Not Effective	Recruiting through Advertising (Websites, Publications, Radio, TV, Social Media, Other Media) Don't Know/Not Applicable
Recruiting through Recruitment Fairs	Recruiting through Recruitment Fairs Very Effective	Recruiting through Recruitment Fairs Effective	Recruiting through Recruitment Fairs Somewhat Effective	Recruiting through Recruitment Fairs Not Effective	Recruiting through Recruitment Fairs Don't Know/Not Applicable
Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists)	Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists) Very Effective	Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists) Effective	Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists) Somewhat Effective	Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists) Not Effective	Providing Job-Embedded Support for Teachers and Support Staff (Academic Coaches, PD Staff, Teacher Support Specialists) Don't Know/Not Applicable
Providing Job-Embedded Support for School Leaders: mentors/Induction Activities	Providing Job-Embedded Support for School Leaders: mentors/Induction Activities Very Effective	Providing Job-Embedded Support for School Leaders: mentors/Induction Activities Effective	Providing Job-Embedded Support for School Leaders: mentors/Induction Activities Somewhat Effective	Providing Job-Embedded Support for School Leaders: mentors/Induction Activities Not Effective	Providing Job-Embedded Support for School Leaders: mentors/Induction Activities Don't Know/Not Applicable
Maintaining a Positive School Climate	Maintaining a Positive School Climate Very Effective	Maintaining a Positive School Climate Effective	Maintaining a Positive School Climate Somewhat Effective	Maintaining a Positive School Climate Not Effective	Maintaining a Positive School Climate Don't Know/Not Applicable
Retaining Effective Teachers	Retaining Effective Teachers Very Effective	Retaining Effective Teachers Effective	Retaining Effective Teachers Somewhat Effective	Retaining Effective Teachers Not Effective	Retaining Effective Teachers Don't Know/Not Applicable
Retaining Effective School Leaders	Retaining Effective School Leaders Very Effective	Retaining Effective School Leaders Effective	Retaining Effective School Leaders Somewhat Effective	Retaining Effective School Leaders Not Effective	Retaining Effective School Leaders Don't Know/Not Applicable
Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies)	Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies) Very Effective	Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies) Effective	Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies) Somewhat Effective	Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies) Not Effective	Providing Advancement and Professional Growth Opportunities (endorsements, Leadership Academies) Don't Know/Not Applicable
Providing Financial Incentives (linked to student progress & performance evaluations)	Providing Financial Incentives (linked to student progress & performance evaluations) Very Effective	Providing Financial Incentives (linked to student progress & performance evaluations) Effective	Providing Financial Incentives (linked to student progress & performance evaluations) Somewhat Effective	Providing Financial Incentives (linked to student progress & performance evaluations) Not Effective	Providing Financial Incentives (linked to student progress & performance evaluations) Don't Know/Not Applicable

Question Title

* 8. Rate factors that impact the learning and work environment on the level at which you perceive its current effectiveness.

	Very Effective	Effective	Somewhat Effective	Not Effective	Don't Know/Not Applicable
Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities	Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities Very Effective	Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities Effective	Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities Somewhat Effective	Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities Not Effective	Ensuring Balanced and/or Strategically Scheduled Class Sizes that Support Student Achievement and Equitable Opportunities Don't Know/Not Applicable
Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels	Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels Very Effective	Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels Effective	Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels Somewhat Effective	Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels Not Effective	Ensuring Highly Effective and Experienced Teachers are Equitably Distributed Across Content Courses and Grade Levels Don't Know/Not Applicable
Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses	Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses Very Effective	Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses Effective	Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses Somewhat Effective	Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses Not Effective	Ensuring Students (especially poor and minority) are Not Assigned to Inexperienced, Ineffective Teachers for Two Consecutive Grade Levels or Content Courses Don't Know/Not Applicable
Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework)	Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework) Very Effective	Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework) Effective	Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework) Somewhat Effective	Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework) Not Effective	Assigning Teachers Courses that are In-Field for their Professional Qualifications (Certification OR, if waived, Degree, Testing, Coursework) Don't Know/Not Applicable
Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement	Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement Very Effective	Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement Effective	Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement Somewhat Effective	Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement Not Effective	Providing Students with Access to and Enrollment in Appropriate Supports and Interventions for Challenges that Impact Student Achievement Don't Know/Not Applicable
Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible	Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible Very Effective	Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible Effective	Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible Somewhat Effective	Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible Not Effective	Prioritizing Local, State, and Federal Funds in a Way that is Equitable, Promotes Student Achievement and is Fiscally Responsible Don't Know/Not Applicable

Question Title

* 9. Are you ESOL certified or ESOL endorsed?

yes

Question Title

* 10. Do your currently teach English Learners in the general education setting?

yes

Question Title

* 11. On a scale of 1 to 10, with 10 being the highest, how do you rank your level of how to differentiate your grade-level content to meet the needs of English Learners?

Question Title

* 12. What topics specific to teaching English Learners would strengthen your understanding of teaching English Learners?

Cultural issues

Communication strategies

Differentiation for language proficiency

ESOL identification procedures

Team teaching with an ESOL teacher

Teaching reading strategies for ELs

Teaching writing strategies for ELs

Teaching listening strategies for ELs

Teaching speaking strategies for ELs

Content specific strategies for ELs

Parent involvement for ELs