Question Title

* 1. Full Name

Question Title

* 2. School

Question Title

* 3. Role

Question Title

* 4. What approximate percentage of your relevant teaching and leadership staff have completed or are completing the Masterclass Series so far?

Question Title

* 5. What additional support do you provide for your participants in the Masterclass Series?

Question Title

* 6. Rate your agreement with the following regarding high-impact instruction in your school:

  Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree
Our alumni continue to visibly use the high-impact instruction practices.
Our alumni have been actively sharing high-impact instruction and resources with colleagues.
Our alumni have been actively creating and collaborating on resources that use high-impact instruction.
I have personally seen the practices in action in an alumni classroom in the last fortnight.
I have at least two teachers or leaders in my school who can model high-impact instruction practices for others.
There is increasing buy-in or interest from the teachers that haven’t completed the course.
I personally observe teachers in classrooms to monitor progress in high-impact instruction.
Our leadership team regularly reviews student performance data (with our heads of department / faculty) to understand if the high-impact instruction practices are making a difference and how to generate further improvement.
We have aligned our use of collaborative planning time and / or staff meetings to discuss high-impact instruction.

Question Title

* 7. What does collaboration look like for teachers in your school regarding high-impact instruction? Please select all that are relevant:

Question Title

* 8. Rate your personal confidence to support your teachers with the followings practices:

  Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree
Achieving full participation using participation tactics
Eliciting evidence from all students in the class about their learning (using hinge-point questions and checking for understanding techniques)
Daily Review
Weekly/Fortnightly/Monthly Reviews (i.e. Longer Cadence Reviews)
Achieving sufficient spaced practice of critical content
Using retrieval practice, interleaving and mixing question types to support transfer of knowledge
Designing lessons to have a high success rate during initial teaching and independent practice
Systematically planning to reduce workload
Incorporating sufficient opportunities for application tasks

Question Title

* 9. High performing schools use a range of elements to embed and sustain high-impact instruction. Where is your school up to with the following elements of embedding instruction:

  Making great gains Have started work on this Haven't started yet Encountering problems
Achieving a critical mass of trained teachers who use high-impact instruction daily
Building distributed expertise in the strategies, across multiple individuals, including middle-level leaders
Codifying school-level agreement on ‘good practice’ (i.e. Masterclass & any additional practices) and what it looks like when enacted
Creating processes for teachers and leaders to frequently revisit the high-impact instruction strategies (e.g. during staff meetings or collab time)
Creating school level curriculum resources that embed high-impact instruction to increase consistency and reduce workload
Maintaining a relentless focus on the high-impact instructional practices at the whole-school level, with teacher time focused on embedding these practices

Question Title

* 10. High performing schools use a range of elements to embed and sustain high-impact instruction. Where is your school up to with the following elements of embedding instruction:

  Making great gains Have started work on this Haven't started yet Encountering problems
Prioritising teacher time to be focused on the high-impact instructional practices, without requiring them to juggle multiple initiatives or priorities
Developing processes that use student progress and achievement data as a driver for scaling high-impact instruction
Aligning school planning & performance management processes to the use & upskilling of high-impact instruction
Developing instructional leaders in the school who can coach teachers in high-impact instruction
Providing structured opportunities, with accountability, for all teachers to work towards goals between coaching/sharing sessions
Codifying or revising a coaching conversational/conferencing model, that details specific steps for teachers to implement

Question Title

* 11. What challenges are you experiencing? Please select all relevant answers.

Question Title

* 12. Do you have a structured coaching model in place?

Question Title

* 13. In what ways is your current coaching model effective?

  Very effective Somewhat effective Limited effectiveness Not effective
Directly improves student outcomes
Builds transparency
Builds collegiality
Builds teacher knowledge
Builds a culture of reflective practice

Question Title

* 14. Is there anything else you would like to share?

T