GRCS Professional Learning Community Continuum

Introduction and Directions

This survey is about the implementation of Professional Learning Community in your school. All responses are anonymous. The purpose is to generate feedback on the current status of PLC development within buildings and teams, and identify areas for growth. Results will be used by faculty and building Principals to inform future professional development, PLT work, and the K8 CSI Accreditation School Improvement Plan (Goal 3). There are no right or wrong answers. There are nine broad items on PLC principles and practices. For each item, there is a list of responses. Please read them and then check all responses that you believe are true and apply to your school.

Note: "School personnel" refers to employees at the school including instructional aides, faculty, administrator, etc.

Question Title

* 1. For which building are you completing this survey?

Rockford

Evergreen Campus

Iroquois Campus

Middle School

Question Title

* 2. Mission: Is it evident that learning for all is our core purpose? (Please check all statements that apply)

No effort has been made to engage faculty in identifying what they want students to learn, or how they will respond if students do not learn.

School personnel view the mission of the school as teaching rather than learning.

An attempt has been made at the district and building levels to identify learning outcomes for all grade levels or courses, but this has not impacted the practice of most faculty.

The response to students who are not learning is left to the discretion of individual faculty.

Faculty (but not other school personnel) are clear regarding the enduring understandings and standards their students are to achieve.

Faculty have developed strategies to assess student mastery of identified outcomes and monitor the results.

Faculty use their assessment strategies, enduring understandings and standards to monitor student learning.

All school personnel are clear on learning outcomes their students are to achieve.

Each student's attainment of the learning outcomes is carefully monitored.

Faculty respond to students who are not learning based on their assessment strategies.

The school provides more time and support for students experiencing initial difficulty in achieving the outcomes.

The practices, programs, and policies of the school are continually assessed on the basis of their impact on learning.

Staff members work together to enhance their effectiveness in helping students achieve learning outcomes.

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