TEACHER SURVEY
NAME_______________________________________________(OPTIONAL) GRADE_____________________________________________________
DIRECTIONS: Answer the following questions by putting an X in the column that best describes how you feel. Please give honest answers and feedback. Return to Sue by Friday, May 6, 2016. Thank you for your participation.
Questions
Strongly Agree
Agree
Disagree
Strongly Disagree
The training provided during staff meetings helped me to learn about the LEAPP quality classroom tools.
This year, I used one or more of the LEAPP quality classroom tools with my students.
Which ones?
The children were engaged and talked about their learning when the LEAPP quality classroom tools were used.
By using the LEAPP quality classroom tools, I was able to interact and discover more about my students’ learning to guide my instruction.
I will continue to use the LEAPP quality classroom tools with my students next year.
Which ones?
COMMENTS/QUESTIONS/SUGGESTIONS:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DIRECTIONS: Answer the following questions by putting an X in the column that best describes how you feel. Please give honest answers and feedback. Return to Sue by Friday, May 6, 2016. Thank you for your participation.
Questions
Strongly Agree
Agree
Disagree
Strongly Disagree
The training provided during staff meetings helped me to learn about the LEAPP quality classroom tools.
This year, I used one or more of the LEAPP quality classroom tools with my students.
Which ones?
The children were engaged and talked about their learning when the LEAPP quality classroom tools were used.
By using the LEAPP quality classroom tools, I was able to interact and discover more about my students’ learning to guide my instruction.
I will continue to use the LEAPP quality classroom tools with my students next year.
Which ones?
COMMENTS/QUESTIONS/SUGGESTIONS:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SURVEY RESULTS
Twenty-four teacher surveys were distributed to teachers at Primrose Hill School. Valuable feedback was provided about the five questions that were asked.
Most teachers either agreed or strongly agreed that the training provided to educators during faculty meetings helped them to learn about the LEAPP quality classroom teachers. One teacher felt that the professional development was not adequate and it should have been provided by the district to all of those who did not participate in the training.
The LEAPP strategies that teachers said that they used this year included the following: mission statements, “I Can” Statements, Plus- Minus-Delta’s, consensograms, issue bins, and data walls. In some classes, student data folders were kept. These contained charts with information about reading fluency and math sprints.
According to the data that was gathered, most teachers agreed or strongly agreed that children were engaged and talked about their learning when the quality classroom tools were presented as part of lessons. One teacher’s comment about the process was, “I think it is always powerful to hear students as they reflect on their performance/work”.
Teachers almost unanimously agreed that using the LEAPP quality classroom tools helped them to learn more about the opinions, thinking, and learning of students. After completing a consensogram with a readers’ theater group, it was surprising to one educator that the majority of children did not believe that they were increasing their fluency, accuracy, and expression by using the scripts. This led to a discussion using a Plus-Minus-Delta that helped to implement changes so they could be more successful.
Most of the educators in the school indicated that they would use some of the quality classroom tools in their classes next year. One teacher said she did not intend to use them in the room where she taught.
Other helpful feedback was provided to guide teachers in moving forward next year. It was suggested that one tool be introduced and reflected upon before a new strategy was introduced. This would give individuals an opportunity to try it and make suggestions for future use. Someone else thought it would be helpful to have specific tools modeled in the classroom by a teacher who was familiar with using them. Others felt that the videos would be helpful because they could be watched during times that were convenient.
Based on oral discussions, children felt like their feelings were recognized and acted upon. They also felt they were accountable and responsible for their learning. They could be successful by getting involved and changing what they were doing.
It appears from the information that was gathered that many educators have an interest in learning more about LEAPP strategies so they can successfully implement them in their classrooms. However, more training at a slower pace might be helpful to consider for the future.
SURVEY RESULTS
Twenty-four teacher surveys were distributed to teachers at Primrose Hill School. Valuable feedback was provided about the five questions that were asked.
Most teachers either agreed or strongly agreed that the training provided to educators during faculty meetings helped them to learn about the LEAPP quality classroom teachers. One teacher felt that the professional development was not adequate and it should have been provided by the district to all of those who did not participate in the training.
The LEAPP strategies that teachers said that they used this year included the following: mission statements, “I Can” Statements, Plus- Minus-Delta’s, consensograms, issue bins, and data walls. In some classes, student data folders were kept. These contained charts with information about reading fluency and math sprints.
According to the data that was gathered, most teachers agreed or strongly agreed that children were engaged and talked about their learning when the quality classroom tools were presented as part of lessons. One teacher’s comment about the process was, “I think it is always powerful to hear students as they reflect on their performance/work”.
Teachers almost unanimously agreed that using the LEAPP quality classroom tools helped them to learn more about the opinions, thinking, and learning of students. After completing a consensogram with a readers’ theater group, it was surprising to one educator that the majority of children did not believe that they were increasing their fluency, accuracy, and expression by using the scripts. This led to a discussion using a Plus-Minus-Delta that helped to implement changes so they could be more successful.
Most of the educators in the school indicated that they would use some of the quality classroom tools in their classes next year. One teacher said she did not intend to use them in the room where she taught.
Other helpful feedback was provided to guide teachers in moving forward next year. It was suggested that one tool be introduced and reflected upon before a new strategy was introduced. This would give individuals an opportunity to try it and make suggestions for future use. Someone else thought it would be helpful to have specific tools modeled in the classroom by a teacher who was familiar with using them. Others felt that the videos would be helpful because they could be watched during times that were convenient.
Based on oral discussions, children felt like their feelings were recognized and acted upon. They also felt they were accountable and responsible for their learning. They could be successful by getting involved and changing what they were doing.
It appears from the information that was gathered that many educators have an interest in learning more about LEAPP strategies so they can successfully implement them in their classrooms. However, more training at a slower pace might be helpful to consider for the future.
