TUCS Needs Assessment Teacher Survey 2020 for the 2020-2021 School Year

Each spring, Thomaston-Upson Schools conducts a needs assessment in order to make critical planning decisions for each of the following areas:

- District Strategic Plan
- School Continuous Improvement Plans
- Professional Learning Plans
- Federal Program Budgets and Plans including Title I, Part A Improving the Academic Achievement of the Disadvantaged; Title I, Part A Academic Achievement Awards; Title I, Part A School Improvement; Title I, Part A Foster Care Program; Title I, Part A Family-School Partnership Program; Title I, Part C Education of Migratory Children; Title I, Part D Neglected & Delinquent; Title II, Part A Supporting Effective Instruction; Title III, Part A Language Instruction for English Learners and Immigrant Students; Title IV, Part A Student Support and Academic Enrichment; Title V, Part B Rural Education Initiative; and Title IX, Part A McKinney-Vento Homeless Assistance Act.
- The Individuals with Disabilities Education Act (IDEA) and Student Support Imagine the Possibilities (SSIP)

Your input is important. Please help with our needs assessment by completing this quick survey.

Question Title

* 1. I am a teacher at:

Upson-Lee Pre-K

Upson-Lee Primary School

Upson-Lee Elementary School

Upson-Lee Middle School

Upson-Lee High School

Upson-Lee Alternative School

Question Title

* 2. How prepared are you to effectively and consistently implement each of the following components of standards-based instruction in your classroom?

	Very prepared	Prepared	Somewhat prepared	Not prepared	N/A
Differentiation	Differentiation Very prepared	Differentiation Prepared	Differentiation Somewhat prepared	Differentiation Not prepared	Differentiation N/A
Feedback to students	Feedback to students Very prepared	Feedback to students Prepared	Feedback to students Somewhat prepared	Feedback to students Not prepared	Feedback to students N/A
Formative assessments	Formative assessments Very prepared	Formative assessments Prepared	Formative assessments Somewhat prepared	Formative assessments Not prepared	Formative assessments N/A
Summative assessments	Summative assessments Very prepared	Summative assessments Prepared	Summative assessments Somewhat prepared	Summative assessments Not prepared	Summative assessments N/A
Performance-based assessments	Performance-based assessments Very prepared	Performance-based assessments Prepared	Performance-based assessments Somewhat prepared	Performance-based assessments Not prepared	Performance-based assessments N/A
Using assessment data to guide instruction	Using assessment data to guide instruction Very prepared	Using assessment data to guide instruction Prepared	Using assessment data to guide instruction Somewhat prepared	Using assessment data to guide instruction Not prepared	Using assessment data to guide instruction N/A
Inquiry Based Learning	Inquiry Based Learning Very prepared	Inquiry Based Learning Prepared	Inquiry Based Learning Somewhat prepared	Inquiry Based Learning Not prepared	Inquiry Based Learning N/A
Using student exemplars	Using student exemplars Very prepared	Using student exemplars Prepared	Using student exemplars Somewhat prepared	Using student exemplars Not prepared	Using student exemplars N/A
Using the language of the GSE	Using the language of the GSE Very prepared	Using the language of the GSE Prepared	Using the language of the GSE Somewhat prepared	Using the language of the GSE Not prepared	Using the language of the GSE N/A
Best practices for literacy instruction	Best practices for literacy instruction Very prepared	Best practices for literacy instruction Prepared	Best practices for literacy instruction Somewhat prepared	Best practices for literacy instruction Not prepared	Best practices for literacy instruction N/A
Best practices for numeracy instruction	Best practices for numeracy instruction Very prepared	Best practices for numeracy instruction Prepared	Best practices for numeracy instruction Somewhat prepared	Best practices for numeracy instruction Not prepared	Best practices for numeracy instruction N/A
Specialized learning strategies	Specialized learning strategies Very prepared	Specialized learning strategies Prepared	Specialized learning strategies Somewhat prepared	Specialized learning strategies Not prepared	Specialized learning strategies N/A
Essential Questions/I Can Statements	Essential Questions/I Can Statements Very prepared	Essential Questions/I Can Statements Prepared	Essential Questions/I Can Statements Somewhat prepared	Essential Questions/I Can Statements Not prepared	Essential Questions/I Can Statements N/A

Question Title

* 3. How prepared do you feel to meet the needs of English Learners in your classroom in the following ways?

	Very prepared	Prepared	Somewhat prepared	Not prepared	N/A
Integrating WIDA Standards and content standards into classroom instruction	Integrating WIDA Standards and content standards into classroom instruction Very prepared	Integrating WIDA Standards and content standards into classroom instruction Prepared	Integrating WIDA Standards and content standards into classroom instruction Somewhat prepared	Integrating WIDA Standards and content standards into classroom instruction Not prepared	Integrating WIDA Standards and content standards into classroom instruction N/A
Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment	Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment Very prepared	Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment Prepared	Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment Somewhat prepared	Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment Not prepared	Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment N/A
Communicating with parents of ELs	Communicating with parents of ELs Very prepared	Communicating with parents of ELs Prepared	Communicating with parents of ELs Somewhat prepared	Communicating with parents of ELs Not prepared	Communicating with parents of ELs N/A

Question Title

* 4. Which other topics for professional development would most enhance your ability as a teacher to improve student outcomes/achievement? (Please select your top 3-5 choices.)

Accommodating all learners

Parent and Family Engagement

Best practices for Literacy Instruction

Best practices for Numeracy Instruction

Interpreting and Using Assessment Data

Student Engagement

Managing Student Behavior

RTI: Determine appropriate interventions and monitoring student progress

Mental Health Issues

Higher Order Thinking Skills and Increased Rigor (ie., Bloom's Taxonomy, DOK)

CCRPI (College and Career Ready Performance Index)

SLDS (Statewide Longitudinal Data System/Teacher Resource Link)

Renaissance (STAR Reading, Math and Early Literacy)

Quality Assessment Development

Enrichment for Gifted/Talented Students

Working with English Learners

Specialized Learning Strategies for SWD

Section 504

Understanding Diversity, Cultural Proficiency and Poverty

Writing Across the Curriculum

STEM Integration (Science, Technology, Engineering, and Math)

Active Student Participation Inspires Real Engagement (ASPIRE)

Post Secondary/Career Goal Setting for Students

Student Growth Percentiles (SGP)

Professional Learning Communities (PLC)

Learning Targets

Google Classroom

MasteryConnect

Infinite Campus

Multi-tiered Systems of Supports (MTSS)

Blended/Virtual Learning

Positive Behavior Interventions and Supports (PBIS)

Other (please specify)

Question Title

* 5. Please rate each of the following as it relates to the Instructional Coach(es) (Academic and Technology) in your school.

	Strongly Disagree	Disagree	Agree	Strongly Agree
Approachable	Approachable Strongly Disagree	Approachable Disagree	Approachable Agree	Approachable Strongly Agree	Approachable
Models instructional practices in my classroom	Models instructional practices in my classroom Strongly Disagree	Models instructional practices in my classroom Disagree	Models instructional practices in my classroom Agree	Models instructional practices in my classroom Strongly Agree	Models instructional practices in my classroom
Gathers resources for my lessons	Gathers resources for my lessons Strongly Disagree	Gathers resources for my lessons Disagree	Gathers resources for my lessons Agree	Gathers resources for my lessons Strongly Agree	Gathers resources for my lessons
Designs and facilitates effective professional learning opportunities for faculty and staff	Designs and facilitates effective professional learning opportunities for faculty and staff Strongly Disagree	Designs and facilitates effective professional learning opportunities for faculty and staff Disagree	Designs and facilitates effective professional learning opportunities for faculty and staff Agree	Designs and facilitates effective professional learning opportunities for faculty and staff Strongly Agree	Designs and facilitates effective professional learning opportunities for faculty and staff
Analyzes student data to help me with differentiation	Analyzes student data to help me with differentiation Strongly Disagree	Analyzes student data to help me with differentiation Disagree	Analyzes student data to help me with differentiation Agree	Analyzes student data to help me with differentiation Strongly Agree	Analyzes student data to help me with differentiation
Plans units/lessons with me	Plans units/lessons with me Strongly Disagree	Plans units/lessons with me Disagree	Plans units/lessons with me Agree	Plans units/lessons with me Strongly Agree	Plans units/lessons with me
One on one coaching sessions	One on one coaching sessions Strongly Disagree	One on one coaching sessions Disagree	One on one coaching sessions Agree	One on one coaching sessions Strongly Agree	One on one coaching sessions
Exhibits a deep knowledge of a wide variety of instructional practices	Exhibits a deep knowledge of a wide variety of instructional practices Strongly Disagree	Exhibits a deep knowledge of a wide variety of instructional practices Disagree	Exhibits a deep knowledge of a wide variety of instructional practices Agree	Exhibits a deep knowledge of a wide variety of instructional practices Strongly Agree	Exhibits a deep knowledge of a wide variety of instructional practices
Fosters a safe, trusting environment for teachers	Fosters a safe, trusting environment for teachers Strongly Disagree	Fosters a safe, trusting environment for teachers Disagree	Fosters a safe, trusting environment for teachers Agree	Fosters a safe, trusting environment for teachers Strongly Agree	Fosters a safe, trusting environment for teachers
Builds relationships effectively	Builds relationships effectively Strongly Disagree	Builds relationships effectively Disagree	Builds relationships effectively Agree	Builds relationships effectively Strongly Agree	Builds relationships effectively
Spends the majority of his/her time working on activities that most impact student learning	Spends the majority of his/her time working on activities that most impact student learning Strongly Disagree	Spends the majority of his/her time working on activities that most impact student learning Disagree	Spends the majority of his/her time working on activities that most impact student learning Agree	Spends the majority of his/her time working on activities that most impact student learning Strongly Agree	Spends the majority of his/her time working on activities that most impact student learning
Helps me to reflect on and improve my practice through coaching	Helps me to reflect on and improve my practice through coaching Strongly Disagree	Helps me to reflect on and improve my practice through coaching Disagree	Helps me to reflect on and improve my practice through coaching Agree	Helps me to reflect on and improve my practice through coaching Strongly Agree	Helps me to reflect on and improve my practice through coaching
Plays an active role in improving curriculum and instruction	Plays an active role in improving curriculum and instruction Strongly Disagree	Plays an active role in improving curriculum and instruction Disagree	Plays an active role in improving curriculum and instruction Agree	Plays an active role in improving curriculum and instruction Strongly Agree	Plays an active role in improving curriculum and instruction

Other (please specify)

Question Title

* 6. Rate the following as it relates to your ability to successfully integrate technology into your instruction/curriculum.

	Strongly Disagree	Disagree	Agree	Strongly Agree
Instructional support for technology is excellent.	Instructional support for technology is excellent. Strongly Disagree	Instructional support for technology is excellent. Disagree	Instructional support for technology is excellent. Agree	Instructional support for technology is excellent. Strongly Agree
Technical support for technology is excellent.	Technical support for technology is excellent. Strongly Disagree	Technical support for technology is excellent. Disagree	Technical support for technology is excellent. Agree	Technical support for technology is excellent. Strongly Agree
Professional development related to technology is adequately available.	Professional development related to technology is adequately available. Strongly Disagree	Professional development related to technology is adequately available. Disagree	Professional development related to technology is adequately available. Agree	Professional development related to technology is adequately available. Strongly Agree
Blended/virtual learning (Google Classrooms)	Blended/virtual learning (Google Classrooms) Strongly Disagree	Blended/virtual learning (Google Classrooms) Disagree	Blended/virtual learning (Google Classrooms) Agree	Blended/virtual learning (Google Classrooms) Strongly Agree
Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom)	Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom) Strongly Disagree	Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom) Disagree	Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom) Agree	Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom) Strongly Agree

Comments: (Please list any barriers to your use of technology.)

Question Title

* 7. TUCS provides every student equal access to experienced, highly qualified teachers.

Agree

Disagree

If you disagree, please explain.

Question Title

* 8. The training offered at my school related to the Teacher Keys Evaluation System is of high quality and meets my needs.

Strongly Agree

Agree

Disagree

Strongly Disagree

N/A

Question Title

* 9. I receive information in a timely manner, allowing me to do my job effectively.

Strongly Agree

Agree

Disagree

Strongly Disagree

Question Title

* 10. Administrators at my school are visible, approachable, and helpful.

Strongly Agree

Agree

Disagree

Strongly Disagree

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* 11. I have opportunities to share ideas and collaborate with my colleagues.

Strongly Agree

Agree

Disagree

Strongly Disagree

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* 12. I have opportunities to give input and play a part in the continuous school improvement process (e.g. data analysis, developing or revision school goals).

Strongly Agree

Agree

Disagree

Strongly Disagree