plc survey feedback.doc

7/27/2019 PLC Survey Feedback.doc

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Below you will find the school’s optional anonymous results to the ProfessionalLearning Community survey. Being open 5 days, this survey was taken by 19individuals. The link is now open if you are interested in seeing the data in the liveform.

As a friendly reminder, the survey was conducted using a 5-point Likert scale withthe following rating: 0-Not at all, 2-Somewhat, 3-50%, 4- to a large degree, 5-to a

great extent. The survey focused on three major sections containing 5 questionseach: Critical Elements (1.0), Human Resources (2.0), and Structural Resources(3.0). At this high school, the results showed the order from least to greatest as:Human Resources (average of 3.6111), Structural Resources (average of 3.6926),and Critical Elements (4.0222).

Lowest Ratings: The lowest rated factor was 2.3 (Cognitive Skill Base). The statement reads: Withinthe school there are formal methods for sharing expertise among faculty membersso that marginal and ineffective teachers can improve.

The second lowest rated factor was 2.2 (Trust and Respect). The statement reads: Teachers feel honored for their expertise within the school as well as within thedistrict, the parent community and other significant groups.



The third lowest rated factor was 3.3 (Independent Teaching Roles). The statementreads: There are recurring formal situations in which teachers work together (teamteaching, integrated lessons etc.).

Highest Rating The highest rated factor was 1.3 (Reflective Dialogue). The statement reads:Faculty/staff members talk with each other about their situations and the specificchallenges they face.

Action Items1- Within the school there are formal methods for sharing expertise among facultymembers so that marginal and ineffective teachers can improve.

• Looking at the highest rated data of reflective dialogue (Faculty/staff members talk with each other about their situations and the specificchallenges they face.), teachers are communicating with each otherregarding specific challenges occurring within the school. As such, it may bebeneficial to ask teachers what they would like to see done in our school toimprove marginal teachers.

o I will contact the School Improvement Chair for her feedback to see



how efforts to improve teaching have been done in the past at THS. This will satisfy understanding the institutional memory of THS.

o It may be beneficial to see if she is willing to have a meeting with her

and all Department Chairs to determine what support individualteachers within their respective departments require.

• At staff meetings, teachers will be ‘spotlighted’ for events occurring within

their classrooms; this will generate a culture of teachers wanting to sharewhat they are doing inside their rooms.

• Create a group of teachers to complete walk through observations inclassrooms to provide professional development from within the school forareas that teachers excel in. For example, a teacher with strong small groupmanagement/cooperative learning groups may be willing to give up some of their planning to observe a teacher struggling with cooperative learninggroups to offer concrete advice/feedback.

2- Teachers feel honored for their expertise within the school as well as withinthe district, the parent community and other significant groups.

• The administrative team of THS will continue to contact the local

newspaper to promote a more positive culture of learning occurring at THS. Emphasis will be paid to quality teaching and rigorous assignments.

• Teacher’s time during planning, while teaching, and after school will beprotected from community members looking to schedule impromptumeetings.

• Teachers will be continuously encouraged to reach out to our community

in order to create open channels of communication and support.

plc survey feedback.doc

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