Appendix 6-13

Performance Measures and Indicators

Sample Evaluation Instrument

 

The purpose of this sample instrument is to assist in determining if the strategies and activities implemented have had their desired effect. The following notes and recommendations will assist in deciding how to use the survey, who might receive it, when to distribute it, and ways to interpret and report the results. 

Specific performance measures related to partnerships between institutions of higher education and school districts may be found in Appendix 5-4, A Rubric for Assessing the Qualities of Partnerships Between Schools and Teacher Preparation Programs at Institutions of Higher Education. 


 General Survey Example

 

Name:                                                                         Date:                                                 

School:                                                                        Role:                                                  

On a rating scale of 1 to 4, with 1 = Not at all, 4 = To a great extent, please rate the following items related to “Keeping Quality Teachers: Working Conditions and Role of the Administrator.”

 

Working Conditions 

1
Not at all

2

3

4
To a great extent

Colleagues share your beliefs and values about the school mission.  . . . .
Teachers participate in decision making on important matters (e.g., selecting curricula/materials). . . . .
Teachers are appropriately assigned to classes (e.g., possess appropriate credentials and management skills). . . . .
Salary and benefits are adequate. . . . .
Licensing and certification policies and procedures are followed. . . . .
Teacher job descriptions are up-to-date and accurate. . . . .
Teachers know the “chain of command.” . . . .
Teachers receive regular, relevant feedback on their performance. . . . .
Appropriate professional development is available and supported. . . . .
Teachers are able to effectively differentiate instruction for diverse groups of students. . . . .
A comprehensive student support and discipline system exists. . . . .
Focus is on improving student results.  . . . .
Planning time (individual and team) is reasonable. . . . .
Paperwork loads are reasonable. . . . .
Class load is reasonable.  . . . .
Necessary materials are available.  . . . .
Curriculum guidelines exist and are updated. . . . .
Technology is available, with ongoing support. . . . .
Teachers really like the school in which they are currently working. .. . . .
School climate shows respect for all.  . . . .
Families/parents are active in the school/district (e.g., assist in policy making, hiring of staff). . . . .
Families/parents receive home-school communications. . . . .

 

Role of the Administrator

 

1
Not at all

2

3

4
To a great extent

Administrators support teacher retention activities.  . . . .
Administrators communicate what kind of district/school he/she wants.

 

. . . .
Administrators develop clear job descriptions for all staff. . . . .
Administrators support teachers when needed.

 

. . . .
Administrators understand what teachers do.

 

. . . .
Administrators promote the philosophy that all teachers share the responsibility for educating all students (i.e., general and special educators share ownership). . . . .

 

On the following items, please answer “yes” (Y) or “no” (N) whether you received the support indicated and, if so, the extent to which the support was helpful, using a rating scale is 1 to 4, with 1 = not at all, 4 = to a great extent.

 

Induction and Mentoring

 

 

Y

 

N

1
Not at all

2

3

4
To a great extent

Formal mentoring.   . . . . . .
Regular meetings with new teachers.  . . . . . .
Informal help from building teachers.  . . . . . .
Assistance from building administrators.  . . . . . .
Structural supports, such as release time for observations, and common planning time for meetings.  . . . . . .
Assistance from consultants or supervisors.  . . . . . .
In-service or staff development.  . . . . . .
Informal help from other colleagues.  . . . . . .

 

Intent to Remain in the Position (Reminder: this information is anonymous.)

 Please check one of the items below, indicating your current intent to remain teaching in this school/district:

 ____    As long as I am able.

____    Until retirement.

____    Until something else comes along.

____    Leaving as soon as possible for personal reasons.

____    Leaving special education for general education as soon as I can.

____    Undecided.