vista 2019 superintendent comprehensive report · web viewthese tables present detailed...

2019 VISTA SUPERINTENDENT SURVEY

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DistrictOverview: Survey Methodology, Design, and Report StructureThe Views on Instruction, State Standards, Teaching, and Assessment (VISTA) survey is an annual survey sponsored by the Massachusetts Department of Elementary and Secondary Education (DESE). VISTA gives educators a voice directly with the state on issues specific to education in Massachusetts. DESE will use educator feedback to improve statewide implementation, inform current and future policies, and better target state resources and supports.

In the 2019 administration, data collection began in mid-January and closed in mid-March. All Massachusetts superintendents were invited to participate. Superintendents from 41% (n = 165) of the state’s districts participated in the survey. Principals also participated in the 2019 VISTA survey, and a separate report includes results from the principal survey. Survey findings are weighted to represent all Massachusetts districts and schools.

The 2019 VISTA Superintendent Survey included six sections.

1. Demographic Questions 2. Educator Effectiveness 3. State Curriculum Frameworks 4. Social and Emotional Learning, Health, and Safety 5. DESE Overall Support 6. Charter School Leaders (not given to non-charter school leaders)

This report is broken down by section and includes tabular data for all selected-response (e.g., multiple choice) survey questions. Non-numeric open-ended text response questions are not included in this report.

In order to protect respondent confidentiality, the report does not include response data if a survey question had fewer than six respondents and/or if all respondents or all but one respondent selected a single response option.

See the VISTA webpage (MA VISTA Research) for more information about the VISTA study. The VISTA webpage includes more details about the study, additional reports, and copies of the VISTA surveys.

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http://www.doe.mass.edu/research/vista/

Data TablesThese tables present detailed aggregated data for each survey question in the superintendent survey, grouped by section. There are multiple rows for each survey item, with a separate row for each possible response to that item; each row in the table is a unique item-response combination. Each table displays

#: Survey question number, which includes a suffix referring to sub-item (e.g., A1a or B2), Matrix_Text: The introductory text for items grouped in a matrix or list (e.g., What grade levels does your district serve? or Thinking of

the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.),

Item_Text: The full text of the item (e.g., All or The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.),

Response: Each response option for the item (e.g., Yes or Agree Strongly), EstType: Estimate type (for categorical and ordinal items, the estimate is the weighted percent; for continuous items, the estimate is the

weighted mean), Est.: The weighted estimate, CI: The 95% confidence interval around the estimate, and N: The total number of participants who responded to the item.

The sum of weighted percentages across all response options within each item sum to approximately 100, with some exceptions due to rounding. These percentages and means have been produced by applying survey weights to the survey responses, and are referred to as “estimates” because they reflect the estimated percentage or mean from the full population (i.e., all districts or schools) even though only a subset of the population completed the survey. Each estimate has associated standard error and confidence interval, which are statistical measures of the reliability of this estimate.

The 95% confidence intervals can be used to approximate tests of statistical significance when comparing results between two items. For example, 24 percent of districts have superintendents who say, on average, most (51 to 75%) ELA lessons used teacher-created resources (item C2d), while 19 percent have superintendents who say, on average, most (51 to 75%) math lessons use teacher-created resources (item C4d). These percentages are different, but we know both percentages are estimates. Can we conclude that fewer districts have superintendents who say most math lessons use teacher-created resources? In other words, is 19 statistically significant from 24? For ELA, the confidence interval ranges from 18 to 30 percent. For mathematics, the confidence interval ranges from 14 to 24 percent. These two ranges overlap, which indicates

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that 19 is not significantly different from 24. In other words, there are not significantly more districts with superintendents who say that most ELA lessons used teacher-created resources compared to those who say that most math lessons do so.

Table 1. Demographic QuestionsThe first section of the survey includes questions about survey respondents’ experience in an administrative role and about their districts. Response from this section may be used to understand how to target resources and supports based on district profile.

# Matrix_Text Item_Text Response EstType Est. CI Na1a What grade levels does your district serve? All Grades, Pre-K-12 No Percent 40% 35% - 44% 165a1a What grade levels does your district serve? All Grades, Pre-K-12 Yes Percent 60% 56% - 65% 165a1b What grade levels does your district serve? All Grades, K-12 No Percent 88% 83% - 92% 165a1b What grade levels does your district serve? All Grades, K-12 Yes Percent 12% 8% - 17% 165a1c What grade levels does your district serve? Pre-K No Percent 93% 89% - 95% 165a1c What grade levels does your district serve? Pre-K Yes Percent 7% 5% - 11% 165a1d What grade levels does your district serve? Kindergarten No Percent 89% 84% - 93% 165a1d What grade levels does your district serve? Kindergarten Yes Percent 11% 7% - 16% 165a1e What grade levels does your district serve? Grade 1 No Percent 89% 83% - 93% 165a1e What grade levels does your district serve? Grade 1 Yes Percent 11% 7% - 17% 165a1f What grade levels does your district serve? Grade 2 No Percent 89% 83% - 93% 165a1f What grade levels does your district serve? Grade 2 Yes Percent 11% 7% - 17% 165a1g What grade levels does your district serve? Grade 3 No Percent 89% 83% - 93% 165a1g What grade levels does your district serve? Grade 3 Yes Percent 11% 7% - 17% 165a1h What grade levels does your district serve? Grade 4 No Percent 90% 86% - 93% 165a1h What grade levels does your district serve? Grade 4 Yes Percent 10% 7% - 14% 165a1i What grade levels does your district serve? Grade 5 No Percent 89% 84% - 92% 165a1i What grade levels does your district serve? Grade 5 Yes Percent 11% 8% - 16% 165a1j What grade levels does your district serve? Grade 6 No Percent 88% 83% - 91% 165a1j What grade levels does your district serve? Grade 6 Yes Percent 12% 9% - 17% 165a1k What grade levels does your district serve? Grade 7 No Percent 89% 83% - 92% 165a1k What grade levels does your district serve? Grade 7 Yes Percent 11% 8% - 17% 165a1l What grade levels does your district serve? Grade 8 No Percent 89% 83% - 92% 165a1l What grade levels does your district serve? Grade 8 Yes Percent 11% 8% - 17% 165a1m What grade levels does your district serve? Grade 9 No Percent 86% 81% - 90% 165a1m What grade levels does your district serve? Grade 9 Yes Percent 14% 10% - 19% 165a1n What grade levels does your district serve? Grade 10 No Percent 86% 81% - 90% 165a1n What grade levels does your district serve? Grade 10 Yes Percent 14% 10% - 19% 165a1o What grade levels does your district serve? Grade 11 No Percent 86% 81% - 90% 165a1o What grade levels does your district serve? Grade 11 Yes Percent 14% 10% - 19% 165

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# Matrix_Text Item_Text Response EstType Est. CI Na1p What grade levels does your district serve? Grade 12 No Percent 87% 82% - 91% 165a1p What grade levels does your district serve? Grade 12 Yes Percent 13% 9% - 18% 165a1q What grade levels does your district serve? Grade 13 (students aged 18-22) No Percent 79% 74% - 84% 165a1q What grade levels does your district serve? Grade 13 (students aged 18-22) Yes Percent 21% 16% - 26% 165a2 Including the current school year (2018-

19), how long have you worked as a district-level and/or school level administrator? Please do not include student practicum.

Mean 13 12 - 14 N/A

a3 Since September 2011, how many different people have served as Superintendent (or acting/interim Superintendent) in your district? Please include the current superintendent.

Mean 2 2 - 3 N/A

a4 Are you a leader of a charter school/district?

Yes Percent 21% 18% - 25% 158

a4 Are you a leader of a charter school/district?

No Percent 79% 75% - 82% 158

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Table 2. Educator Effectiveness (hiring, developing, evaluating, and retaining effective educators)DESE aims to ensure that all students have access to highly skilled educators by supporting opportunities to identify, develop, support, and retain highly effective educators. The Commonwealth’s approach to educator effectiveness involves:

setting high standards for educators, identifying and evaluating all educators based on those standards through the Massachusetts Framework for Educator Evaluation, ensuring the provision of useful and timely feedback, and providing high quality mentoring and targeted professional development to support ongoing growth and development.

DESE supports educator effectiveness by providing districts with training materials and resources, meaningful guidance, and timely communications, and regularly engages educators in the ongoing refinement of these supports and their implementation.

This section of the survey gathers feedback on respondents’ views on hiring, developing, and retaining effective educators in their district, as well as activities associated with evaluating and supporting educator growth and development.

# Matrix_Text Item_Text Response EstType Est. Cl Nb1a What proportion of your new hires are secured

using the following sources?Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)

Few or none (0 to 25%) Percent 69% 62% - 75% 151

b1a What proportion of your new hires are secured using the following sources?

Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)

Some (26 to 50%) Percent 24% 18% - 31% 151



Most (51 to 75%) Percent 3% 1% - 6% 151



All or nearly all (76 to 100%)

Percent 4% 2% - 7% 151

b1b What proportion of your new hires are secured using the following sources?

Partnership(s) with traditional teacher/administrator preparation providers




Some (26 to 50%) Percent 23% 18% - 29% 152

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# Matrix_Text Item_Text Response EstType Est. Cl Nb1b What proportion of your new hires are secured

using the following sources?Partnership(s) with traditional teacher/administrator preparation providers

Most (51 to 75%) Percent 5% 3% - 8% 152




Percent 3% 2% - 5% 152

b1c What proportion of your new hires are secured using the following sources?

Partnership(s) with alternative teacher/administrator preparation providers




Some (26 to 50%) Percent 14% 9% - 20% 149



Most (51 to 75%) Percent 5% 2% - 9% 149




Percent 0% 0% - 2% 149

b1d What proportion of your new hires are secured using the following sources?

Individuals placed in our district for student teaching or as administrative interns




Some (26 to 50%) Percent 29% 24% - 35% 152



Most (51 to 75%) Percent 1% 0% - 2% 152




Percent 1% 0% - 3% 152

b1e What proportion of your new hires are secured using the following sources?

General recruitment efforts (e.g., online job posting, job fairs)




Some (26 to 50%) Percent 16% 12% - 22% 154



Most (51 to 75%) Percent 26% 20% - 33% 154




Percent 47% 42% - 52% 154

b1f What proportion of your new hires are secured using the following sources?

Targeted recruitment efforts (e.g., head hunting)


b1f What proportion of your new hires are secured Targeted recruitment efforts (e.g., head Some (26 to 50%) Percent 15% 11% - 21% 151

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# Matrix_Text Item_Text Response EstType Est. Cl Nusing the following sources? hunting)



Most (51 to 75%) Percent 2% 1% - 5% 151




Percent 4% 2% - 9% 151

b1g What proportion of your new hires are secured using the following sources?

Word of mouth/referral from existing staff Few or none (0 to 25%) Percent 45% 39% - 52% 150


Word of mouth/referral from existing staff Some (26 to 50%) Percent 45% 39% - 52% 150


Word of mouth/referral from existing staff Most (51 to 75%) Percent 7% 5% - 11% 150


Word of mouth/referral from existing staff All or nearly all (76 to 100%)

Percent 2% 1% - 6% 150

b1h What proportion of your new hires are secured using the following sources?

Other (specify) Few or none (0 to 25%) Percent 89% 78% - 95% 31


Other (specify) Some (26 to 50%) Percent 4% 1% - 15% 31


Other (specify) Most (51 to 75%) Percent 7% 2% - 17% 31


Other (specify) All or nearly all (76 to 100%)

Percent 0% 0% - 0% 31

b2 How frequently are you able to hire an ideal candidate for a principal vacancy?

All of the time Percent 20% 16% - 26% 154


Most of the time Percent 43% 37% - 49% 154


Some of the time Percent 27% 21% - 34% 154


I am usually unable to hire an ideal candidate

Percent 10% 6% - 16% 154

b3a What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Diversity Task Force No Percent 80% 74% - 84% 146

b3a What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Diversity Task Force Yes Percent 20% 16% - 26% 146

b3b What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

District-level position(s) primarily focused on Diversity, Equity, and Inclusion

No Percent 83% 78% - 87% 146

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# Matrix_Text Item_Text Response EstType Est. Cl Nb3b What structures or supports does your district

have in place to support the recruitment and retention of educators of color? Please check all that apply.

District-level position(s) primarily focused on Diversity, Equity, and Inclusion

Yes Percent 17% 13% - 22% 146

b3c What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Training and/or protocols associated with identifying and reducing hiring bias

No Percent 65% 58% - 71% 146

b3c What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Training and/or protocols associated with identifying and reducing hiring bias

Yes Percent 35% 29% - 42% 146

b3d What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Diversity goals No Percent 54% 47% - 60% 146

b3d What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Diversity goals Yes Percent 46% 40% - 53% 146

b3e What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Affinity groups No Percent 91% 85% - 94% 146

b3e What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Affinity groups Yes Percent 9% 6% - 15% 146

b3f What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Intentional pipeline programs (e.g., grow-your-own models, prep partnerships, residency programs) designed explicitly to diversify the workforce

No Percent 89% 83% - 93% 146

b3f What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Intentional pipeline programs (e.g., grow-your-own models, prep partnerships, residency programs) designed explicitly to diversify the workforce

Yes Percent 11% 7% - 17% 146

b3g What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Cultural responsiveness training/support for all educators

No Percent 48% 42% - 54% 146

b3g What structures or supports does your district Cultural responsiveness training/support Yes Percent 52% 46% - 58% 146

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# Matrix_Text Item_Text Response EstType Est. Cl Nhave in place to support the recruitment and retention of educators of color? Please check all that apply.

for all educators

b3h What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Proactive and targeted recruitment efforts No Percent 52% 44% - 59% 146

b3h What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Proactive and targeted recruitment efforts Yes Percent 48% 41% - 56% 146

b3i What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Partnership(s) with teacher/administrator preparation providers (traditional or alternative)

No Percent 74% 68% - 79% 146

b3i What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Partnership(s) with teacher/administrator preparation providers (traditional or alternative)

Yes Percent 26% 21% - 32% 146

b3j What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Other, specify No Percent 89% 85% - 92% 146

b3j What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

Other, specify Yes Percent 11% 8% - 15% 146

b4a Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Providing financial incentives (e.g., signing bonuses, loan forgiveness)

No need Percent 19% 14% - 26% 134



Low Priority Percent 19% 15% - 24% 134



Moderate Priority Percent 29% 23% - 36% 134



High Priority Percent 33% 26% - 40% 134

b4b Please prioritize the strategies at the state level that would best support your ability to recruit a

Supporting grow-your-own models No need Percent 7% 5% - 11% 139

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# Matrix_Text Item_Text Response EstType Est. Cl Nmore racially/ethnically diverse workforce.

b4b Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Supporting grow-your-own models Low Priority Percent 33% 28% - 39% 139


Supporting grow-your-own models Moderate Priority Percent 28% 22% - 34% 139


Supporting grow-your-own models High Priority Percent 32% 26% - 38% 139

b4c Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Removing or reducing financial barriers associated with the MTEL

No need Percent 15% 11% - 20% 133










b4d Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Facilitating a statewide convening and ongoing networks to share and disseminate best practices

No need Percent 3% 2% - 6% 145










b4e Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Launching a statewide recruitment campaign





b4e Please prioritize the strategies at the state level Launching a statewide recruitment Moderate Priority Percent 42% 35% - 49% 142

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# Matrix_Text Item_Text Response EstType Est. Cl Nthat would best support your ability to recruit a more racially/ethnically diverse workforce.

campaign




b4f Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Running a statewide fellowship program for educators of color











b4g Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Providing support/structures for building partnerships with local educator preparation program providers











b4h Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

Other (specify): No need Percent 64% 46% - 79% 16


Other (specify): Low Priority Percent 0% 0% - 0% 16


Other (specify): Moderate Priority Percent 5% 1% - 18% 16


Other (specify): High Priority Percent 31% 16% - 51% 16

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# Matrix_Text Item_Text Response EstType Est. Cl Nb5a Which incentives/structures does your district use

to support meaningful, high-quality professional development for teachers?

Individual choice/autonomy in offerings Don't use Percent 1% 0% - 3% 152

b5a Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Individual choice/autonomy in offerings Low use Percent 20% 15% - 25% 152


Individual choice/autonomy in offerings Moderate use Percent 40% 34% - 45% 152


Individual choice/autonomy in offerings Significant use Percent 40% 34% - 46% 152

b5b Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

District-level coaching support Don't use Percent 14% 10% - 20% 154


District-level coaching support Low use Percent 16% 12% - 22% 154


District-level coaching support Moderate use Percent 30% 23% - 37% 154


District-level coaching support Significant use Percent 40% 33% - 46% 154

b5c Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

School-level coaching support Don't use Percent 9% 6% - 14% 154


School-level coaching support Low use Percent 5% 3% - 9% 154


School-level coaching support Moderate use Percent 32% 25% - 40% 154


School-level coaching support Significant use Percent 53% 46% - 60% 154

b5d Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Dedicated time during the school year Don't use Percent 0% 0% - 1% 154

b5d Which incentives/structures does your district use to support meaningful, high-quality professional

Dedicated time during the school year Low use Percent 2% 1% - 4% 154

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# Matrix_Text Item_Text Response EstType Est. Cl Ndevelopment for teachers?


Dedicated time during the school year Moderate use Percent 19% 15% - 24% 154


Dedicated time during the school year Significant use Percent 79% 73% - 83% 154

b5e Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Dedicated time during the school day Don't use Percent 2% 1% - 5% 154


Dedicated time during the school day Low use Percent 26% 19% - 33% 154


Dedicated time during the school day Moderate use Percent 33% 27% - 39% 154


Dedicated time during the school day Significant use Percent 40% 33% - 46% 154

b5f Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Monetary incentives (e.g., stipends) Don't use Percent 14% 10% - 18% 153


Monetary incentives (e.g., stipends) Low use Percent 33% 27% - 40% 153


Monetary incentives (e.g., stipends) Moderate use Percent 41% 33% - 49% 153


Monetary incentives (e.g., stipends) Significant use Percent 13% 10% - 16% 153

b5g Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Professional development points (PDPs) Don't use Percent 0% 0% - 0% 154


Professional development points (PDPs) Low use Percent 7% 4% - 12% 154


Professional development points (PDPs) Moderate use Percent 30% 24% - 36% 154

b5g Which incentives/structures does your district use Professional development points (PDPs) Significant use Percent 64% 57% - 70% 154

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# Matrix_Text Item_Text Response EstType Est. Cl Nto support meaningful, high-quality professional development for teachers?

b5h Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Connection to educator evaluation system Don't use Percent 1% 0% - 2% 154


Connection to educator evaluation system Low use Percent 21% 16% - 28% 154


Connection to educator evaluation system Moderate use Percent 52% 46% - 58% 154


Connection to educator evaluation system Significant use Percent 26% 20% - 33% 154

b5i Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Teacher-led professional development Don't use Percent 0% 0% - 0% 154


Teacher-led professional development Low use Percent 11% 8% - 16% 154


Teacher-led professional development Moderate use Percent 46% 39% - 53% 154


Teacher-led professional development Significant use Percent 43% 37% - 49% 154

b5j Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Cross-district learning teams/networks Don't use Percent 11% 7% - 16% 153


Cross-district learning teams/networks Low use Percent 19% 14% - 25% 153


Cross-district learning teams/networks Moderate use Percent 34% 27% - 41% 153


Cross-district learning teams/networks Significant use Percent 36% 30% - 43% 153

b5k Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Other (specify): Don't use Percent 66% 39% - 85% 11

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# Matrix_Text Item_Text Response EstType Est. Cl Nb5k Which incentives/structures does your district use

to support meaningful, high-quality professional development for teachers?

Other (specify): Low use Percent 6% 1% - 21% 11


Other (specify): Moderate use Percent 0% 0% - 0% 11


Other (specify): Significant use Percent 29% 11% - 57% 11

b6 Of all the professional development for teachers provided in your district, what percentage is developed in-house by your district?

Mean 66 64 - 69 N/A

b7a1 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.

2018 updated model rubric No Percent 37% 31% - 43% 153


2018 updated model rubric Yes Percent 63% 57% - 69% 153


2012 original model rubric No Percent 68% 63% - 73% 153


2012 original model rubric Yes Percent 32% 27% - 37% 153


District-specific rubric No Percent 83% 78% - 88% 153


District-specific rubric Yes Percent 17% 12% - 22% 153


Don't use a specific rubric No Percent 99% 97% - 100% 153


Don't use a specific rubric Yes Percent 1% 0% - 3% 153

b8a Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.

The principal evaluation system is effective in identifying outstanding school leaders.

Disagree Strongly Percent 3% 1% - 5% 154

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# Matrix_Text Item_Text Response EstType Est. Cl Nb8a Please indicate your agreement with the following

statements about the principal/school administrator evaluation system used in your district.


Disagree Somewhat Percent 11% 8% - 15% 154



Agree Somewhat Percent 74% 69% - 79% 154



Agree Strongly Percent 12% 8% - 17% 154

b8b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.

The principal evaluation system is effective in identifying school leaders who are struggling.











b9a1 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.

2018 updated model rubric No Percent 49% 42% - 56% 153


2018 updated model rubric Yes Percent 51% 44% - 58% 153


2012 original model rubric No Percent 58% 52% - 65% 153


2012 original model rubric Yes Percent 42% 35% - 48% 153

b9a3 Please identify the rubric(s) used by you for District-specific rubric No Percent 84% 79% - 88% 153

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# Matrix_Text Item_Text Response EstType Est. Cl Nclassroom teacher evaluations. Please select all that apply.


District-specific rubric Yes Percent 16% 12% - 21% 153


Don't use a specific rubric No Percent 100% 100% - 100% 153


Don't use a specific rubric Yes Percent 0% 0% - 0% 153

b10a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.

The evaluation system used in my district is effective in identifying outstanding teachers.











b10b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.

The evaluation system used in my district is an effective tool to support teacher growth and development.











b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

Most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 44% 37% - 51% 153

b11a Which of the following retention strategies are the most effective in retaining your most effective

Most effective Identifying and supporting them in

Percent 6% 4% - 9% 153

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# Matrix_Text Item_Text Response EstType Est. Cl Nteachers? Please select the three most effective strategies for your district.

specific areas of professional development


Most effective Publicly recognizing their accomplishments

Percent 3% 2% - 6% 153


Most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 6% 4% - 10% 153


Most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something

Percent 23% 18% - 28% 153


Most effective Providing them with access to additional resources for their classrooms

Percent 1% 0% - 3% 153


Most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 14% 11% - 19% 153


Most effective Other (specify): Percent 3% 1% - 5% 153

b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

Second most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 11% 8% - 16% 153


Second most effective Identifying and supporting them in specific areas of professional development

Percent 36% 31% - 42% 153


Second most effective Publicly recognizing their accomplishments

Percent 5% 3% - 9% 153

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# Matrix_Text Item_Text Response EstType Est. Cl Nb11b Which of the following retention strategies are

the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

Second most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 6% 3% - 12% 153


Second most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something

Percent 17% 13% - 22% 153


Second most effective Providing them with access to additional resources for their classrooms

Percent 5% 3% - 8% 153


Second most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 19% 14% - 25% 153


Second most effective Other (specify): Percent 0% 0% - 0% 153

b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

Third most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 14% 10% - 19% 152


Third most effective Identifying and supporting them in specific areas of professional development

Percent 10% 7% - 14% 152


Third most effective Publicly recognizing their accomplishments

Percent 14% 11% - 19% 152


Third most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 9% 7% - 12% 152

b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective

Third most effective Identifying formal opportunities/paths for teacher leader roles or

Percent 21% 15% - 27% 152

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# Matrix_Text Item_Text Response EstType Est. Cl Nstrategies for your district. putting them in charge of

somethingb11c Which of the following retention strategies are

the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

Third most effective Providing them with access to additional resources for their classrooms

Percent 11% 7% - 15% 152


Third most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 21% 16% - 26% 152


Third most effective Other (specify): Percent 0% 0% - 0% 152

b12a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)

No Need Percent 9% 6% - 12% 154










b12b Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Hiring the right candidate for a position No Need Percent 25% 20% - 31% 151

21

# Matrix_Text Item_Text Response EstType Est. Cl Nb12b Prioritize the areas in which you would like to

receive additional DESE support and resources to foster workforce effectiveness.

Hiring the right candidate for a position Low Priority Percent 30% 24% - 37% 151


Hiring the right candidate for a position Moderate Priority Percent 28% 23% - 34% 151


Hiring the right candidate for a position High Priority Percent 17% 13% - 21% 151

b12c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Induction and mentoring No Need Percent 11% 7% - 15% 153


Induction and mentoring Low Priority Percent 23% 18% - 29% 153


Induction and mentoring Moderate Priority Percent 38% 33% - 43% 153


Induction and mentoring High Priority Percent 28% 24% - 33% 153

b12d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Teacher placement/assignment No Need Percent 33% 27% - 39% 151


Teacher placement/assignment Low Priority Percent 35% 28% - 42% 151


Teacher placement/assignment Moderate Priority Percent 26% 21% - 31% 151


Teacher placement/assignment High Priority Percent 7% 4% - 10% 151

b12e Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Supervision and evaluation No Need Percent 13% 9% - 17% 153


Supervision and evaluation Low Priority Percent 31% 25% - 37% 153

b12e Prioritize the areas in which you would like to receive additional DESE support and resources to

Supervision and evaluation Moderate Priority Percent 39% 32% - 46% 153

22

# Matrix_Text Item_Text Response EstType Est. Cl Nfoster workforce effectiveness.


Supervision and evaluation High Priority Percent 17% 13% - 23% 153

b12f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Professional development No Need Percent 10% 6% - 14% 153


Professional development Low Priority Percent 15% 11% - 19% 153


Professional development Moderate Priority Percent 35% 29% - 41% 153


Professional development High Priority Percent 41% 34% - 48% 153

b12g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Recognition and advancement No Need Percent 12% 9% - 17% 152


Recognition and advancement Low Priority Percent 30% 24% - 37% 152


Recognition and advancement Moderate Priority Percent 42% 36% - 49% 152


Recognition and advancement High Priority Percent 16% 12% - 21% 152

b12h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Basic human resource functions (e.g., licensure, payroll, legal)











b12i Prioritize the areas in which you would like to Data collection, tracking, and analyses No Need Percent 6% 4% - 9% 154

23

# Matrix_Text Item_Text Response EstType Est. Cl Nreceive additional DESE support and resources to foster workforce effectiveness.

specific to your workforce

b12i Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Data collection, tracking, and analyses specific to your workforce








b12j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Other (specify): No Need Percent 44% 24% - 65% 12







24

Table 3. State Curriculum FrameworksThe Massachusetts Curriculum Frameworks are designed to increase academic aspirations and raise expectations for learning. DESE aims to support Massachusetts educators in implementing high quality instruction that is aligned to our state’s strong standards by

setting and measuring high expectations, deepening professional learning for educators, and supporting child-first instruction.

The Next Generation Massachusetts Comprehensive Assessment System (NextGen MCAS) is aligned to those high standards and designed to provide districts with feedback on student progress in attaining the standards.

Questions in this section of the survey address respondents’ views on the alignment, instructional support for, and implementation of the Massachusetts Curriculum Frameworks (English Language Arts, Mathematics, History and Social Science, and Science and Technology/Engineering) in their districts.

# Matrix_Text Item_Text Response EstType Est. Cl Nc1a Prioritize the guidance needed to successfully

implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

Which curricula are best aligned. No Need Percent 9% 7% - 13% 154

c1a Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

Which curricula are best aligned. Low Priority Percent 22% 17% - 27% 154


Which curricula are best aligned. Moderate Priority Percent 44% 36% - 51% 154


Which curricula are best aligned. High Priority Percent 26% 20% - 33% 154

c1b Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

Developing curriculum that is well aligned. No Need Percent 7% 4% - 11% 154


Developing curriculum that is well aligned. Low Priority Percent 16% 12% - 21% 154


Developing curriculum that is well aligned. Moderate Priority Percent 32% 26% - 39% 154

c1b Prioritize the guidance needed to successfully Developing curriculum that is well aligned. High Priority Percent 45% 39% - 52% 154

25

# Matrix_Text Item_Text Response EstType Est. Cl Nimplement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

Identifying professional development providers to support implementation.











c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

District- or school-procured curriculum (purchased or open source)




Some (26 to 50%) Percent 39% 33% - 44% 153



Most (51 to 75%) Percent 38% 32% - 44% 153




Percent 16% 13% - 21% 153

c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

District-developed curriculum Few or none (0 to 25%) Percent 16% 12% - 21% 153


District-developed curriculum Some (26 to 50%) Percent 39% 33% - 46% 153

c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the

District-developed curriculum Most (51 to 75%) Percent 35% 29% - 42% 153

26

# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing instructional materials?


District-developed curriculum All or nearly all (76 to 100%)

Percent 9% 6% - 15% 153

c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Teacher-selected resources Few or none (0 to 25%) Percent 16% 12% - 22% 153


Teacher-selected resources Some (26 to 50%) Percent 49% 42% - 55% 153


Teacher-selected resources Most (51 to 75%) Percent 27% 21% - 33% 153


Teacher-selected resources All or nearly all (76 to 100%)

Percent 9% 5% - 13% 153

c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Teacher-created resources Few or none (0 to 25%) Percent 19% 15% - 24% 153


Teacher-created resources Some (26 to 50%) Percent 49% 43% - 54% 153


Teacher-created resources Most (51 to 75%) Percent 24% 18% - 30% 153


Teacher-created resources All or nearly all (76 to 100%)

Percent 8% 5% - 13% 153

c2e Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Other (specify): Few or none (0 to 25%) Percent 90% 65% - 98% 8

27

# Matrix_Text Item_Text Response EstType Est. Cl Nc2e Over the course of the school year, on average,

what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Other (specify): Some (26 to 50%) Percent 10% 2% - 35% 8


Other (specify): Most (51 to 75%) Percent 0% 0% - 0% 8


Other (specify): All or nearly all (76 to 100%)

Percent 0% 0% - 0% 8

c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.








c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.







Developing curriculum that is well aligned. High Priority Percent 42% 37% - 48% 154

c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.



c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum



28

# Matrix_Text Item_Text Response EstType Est. Cl NFramework.







c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?





Some (26 to 50%) Percent 27% 22% - 32% 153



Most (51 to 75%) Percent 46% 39% - 54% 153




Percent 22% 17% - 29% 153

c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 8% 5% - 13% 153

c4c Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?






c4c Over the course of the school year, on average, Teacher-selected resources All or nearly all (76 to Percent 5% 2% - 9% 153

29

# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of Mathematics lessons use each of the following instructional materials?

100%)

c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 3% 1% - 7% 153

c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 0% 0% - 0% 13

c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.








c5b Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.


30

# Matrix_Text Item_Text Response EstType Est. Cl Nc5b Prioritize the guidance needed to successfully

implement the 2018 History and Social Science Curriculum Frameworks.






c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.












c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?





Some (26 to 50%) Percent 46% 40% - 52% 152



Most (51 to 75%) Percent 28% 23% - 34% 152




Percent 10% 7% - 14% 152

c6b Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?


31

# Matrix_Text Item_Text Response EstType Est. Cl Nc6b Over the course of the school year, on average,

what percentage of History and Social Science lessons use each of the following instructional materials?






Percent 7% 4% - 11% 153

c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?








Percent 5% 3% - 9% 153

c6d Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?






c6d Over the course of the school year, on average, Teacher-created resources All or nearly all (76 to Percent 5% 3% - 9% 153

32

# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of History and Social Science lessons use each of the following instructional materials?

100%)

c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?








Percent 0% 0% - 0% 9

c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.








c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.


c7b Prioritize the guidance needed to successfully implement the 2016 Science and


33

# Matrix_Text Item_Text Response EstType Est. Cl NTechnology/Engineering (STE) Curriculum Framework.





c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.












c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?





Some (26 to 50%) Percent 45% 38% - 52% 151



Most (51 to 75%) Percent 27% 21% - 33% 151

c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of



Percent 16% 11% - 21% 151

34

# Matrix_Text Item_Text Response EstType Est. Cl Nthe following instructional materials?

c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?








Percent 6% 3% - 10% 151

c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?








Percent 4% 2% - 8% 151

c8d Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?




35

# Matrix_Text Item_Text Response EstType Est. Cl Nc8d Over the course of the school year, on average,

what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?




Percent 5% 3% - 10% 151

c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?








Percent 15% 3% - 47% 8

c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to embed students' social and emotional learning into the curricula.











c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to support English learners in mastering the expectations.


c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully



36

# Matrix_Text Item_Text Response EstType Est. Cl Nimplement them for the following factors.







c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to support students with disabilities in mastering the expectations.











c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

Other (specify): No Need Percent 67% 35% - 88% 6







c10a How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Concerned about our elementary school level

No Percent 45% 39% - 50% 152

c10a How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Concerned about our elementary school level

Yes Percent 55% 50% - 61% 152

c10b How concerned are you about having enough Instructional Technology Specialists and Digital

Concerned about our middle school level No Percent 49% 43% - 55% 152

37

# Matrix_Text Item_Text Response EstType Est. Cl NLiteracy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

c10b How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Concerned about our middle school level Yes Percent 51% 45% - 57% 152

c10c How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Concerned about our high school level No Percent 47% 41% - 53% 152

c10c How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Concerned about our high school level Yes Percent 53% 47% - 59% 152

c10d How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Not at all concerned No Percent 80% 74% - 85% 152

c10d How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

Not at all concerned Yes Percent 20% 15% - 26% 152

c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.

The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.








c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about



38

# Matrix_Text Item_Text Response EstType Est. Cl Nthe 2017 curriculum frameworks.

c11b Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.

The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.











c11c Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.

Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.











39

# Matrix_Text Item_Text Response EstType Est. Cl Nc11d Thinking of the English Language Arts and Literacy

(ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.

Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.


c11d Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.









c12a Please indicate your agreement with the following statements.

The district rewards or recognizes principals based on their schools' MCAS or PARCC scores.











c12b Please indicate your agreement with the following statements.

The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.








40

# Matrix_Text Item_Text Response EstType Est. Cl Nc12b Please indicate your agreement with the following

statements.The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.


c12c Please indicate your agreement with the following statements.

The district rewards or recognizes principals based on their schools' implementation of the Massachusetts Curriculum Frameworks.











c12d Please indicate your agreement with the following statements.

The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.











c12e Please indicate your agreement with the following statements.

There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks.



There are negative repercussions for principals in my district if their schools


41

# Matrix_Text Item_Text Response EstType Est. Cl Npoorly implement the Massachusetts Curriculum Frameworks.







c12f Please indicate your agreement with the following statements.

There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.











42

Table 4. Social and Emotional Learning, Health, and SafetyResearch and experience demonstrate that preparing all students for success (in school, the workplace, civic life, and more) includes attending to their social-emotional and health development. Furthermore, academic and social-emotional competencies are mutually reinforcing. Key levers in this work also include safe and supportive school climate and culture, and effective family engagement.

DESE is committed to building out supports and policies in partnership with practitioners in the field and other state agencies to advance this work in the Commonwealth, both in and out of school. It is our goal to promote systems and strategies that foster safe, positive, healthy, culturally competent, and inclusive learning environments that address students’ varied needs and improve educational outcomes for all.

This section of the survey includes questions about respondents’ views on the social and emotional learning supports and resources in their districts and solicits feedback on DESE’s 2018 school climate surveys.

# Matrix_Text Item_Text Response EstType Est. Cl Nd1a To help students master the Massachusetts state

standards, to what extent could principals in your district benefit from support in the following?

Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).

Not At All Percent 1% 0% - 3% 150

d1a To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?


Minimal Extent Percent 3% 2% - 6% 150



Moderate Extent Percent 51% 43% - 59% 150


Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and

Large Extent Percent 45% 37% - 53% 150

43

# Matrix_Text Item_Text Response EstType Est. Cl Nrelationship skills, and responsible decision-making).

d1b To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?

Integrate the development of students' social and emotional competencies into their instructional leadership and school-wide systems and structures.











d1c To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?

Support students with different types of social and emotional learning needs within their school.











d1d To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?

Ensure SEL approaches are culturally responsive.








d1d To help students master the Massachusetts state standards, to what extent could principals in your



44

# Matrix_Text Item_Text Response EstType Est. Cl Ndistrict benefit from support in the following?

d2a Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

My district has a sufficient number of specialists (e.g., counselors, social workers) to address students' SEL needs.











d2b Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students' SEL.











d2c Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

My district coordinates with students' families to support students' SEL needs.





45

# Matrix_Text Item_Text Response EstType Est. Cl Nd2c Thinking of your district's student and staff support

systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?






d2d Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

My district supports staff members' social and emotional well-being.











d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

Staff. Not Applicable Percent 47% 41% - 53% 150


Staff. Not At All Percent 6% 3% - 10% 150


Staff. Minimal Extent Percent 16% 12% - 21% 150

d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school

Staff. Moderate Extent Percent 22% 16% - 29% 150

46

# Matrix_Text Item_Text Response EstType Est. Cl Nclimate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.


Staff. Large Extent Percent 10% 7% - 13% 150

d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

Parents. Not Applicable Percent 48% 42% - 54% 150


Parents. Not At All Percent 17% 13% - 22% 150


Parents. Minimal Extent Percent 21% 16% - 27% 150


Parents. Moderate Extent Percent 11% 8% - 15% 150


Parents. Large Extent Percent 3% 2% - 6% 150

d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

The local school committee. Not Applicable Percent 47% 41% - 54% 150

d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If

The local school committee. Not At All Percent 10% 7% - 14% 150

47

# Matrix_Text Item_Text Response EstType Est. Cl Nyour district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.


The local school committee. Minimal Extent Percent 22% 17% - 27% 150


The local school committee. Moderate Extent Percent 16% 12% - 20% 150


The local school committee. Large Extent Percent 5% 3% - 8% 150

d4a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?

Provides resources (e.g., guidance, professional development) that help schools improve students' social and emotional learning and school climate.











d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?

Communicates about the importance of developing students' SEL competencies and strong school climates in order to help prepare students for success after high school.


d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe

Communicates about the importance of developing students' SEL competencies and strong school climates in order to help


48

# Matrix_Text Item_Text Response EstType Est. Cl Nand supportive schools? prepare students for success after high

school.d4b To what extent do you agree with each of the

following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?



d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?



49

Table 5. DESE Overall SupportMassachusetts is a leader in K-12 education, yet great challenges and opportunities remain. As the administrative entity responsible for implementing and administering statewide education policies and reform efforts, DESE partners with districts to promote a culture of continuous improvement and to provide districts with the tools and skills to put improvement into practice. To serve that role more effectively, DESE has been working to align and organize itself to deliver innovative and effective supports to local schools and districts.

This section of the survey includes questions about respondents’ views on the supports and resources that DESE provides.

# Matrix_Text Item_Text Response EstType Est. Cl Ne1 To what extent has DESE's contact with

your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.

1 on scale of 1 to 9 (compliance <-> assistance)

Percent 25% 20% - 32% 140

e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.


Percent 22% 16% - 28% 140



Percent 14% 9% - 19% 140



Percent 10% 6% - 15% 140



Percent 9% 5% - 14% 140



Percent 7% 4% - 11% 140

e1 To what extent has DESE's contact with 7 on scale of 1 to 9 Percent 7% 4% - 11% 140

50

# Matrix_Text Item_Text Response EstType Est. Cl Nyour district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.

(compliance <-> assistance)



Percent 3% 1% - 8% 140



Percent 4% 2% - 7% 140

e2a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE provides services in a coherent, well-coordinated fashion.











e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE communicates in a coherent, well-coordinated fashion.





e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to



51

# Matrix_Text Item_Text Response EstType Est. Cl Npolicies and programs?




e2c To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE is effective in its efforts to improve the overall quality of public K-12 education.











e2d To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.











e2e To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE's grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.


52

# Matrix_Text Item_Text Response EstType Est. Cl Ne2e To what extent do you agree with each of the

following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?









e2f To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE's policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.











e2g To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

DESE's policies, programs, and grants encourage my district to generate data and evidence about the implementation and impact of our work.








e2g To what extent do you agree with each of the DESE's policies, programs, and grants Agree Strongly Percent 20% 15% - 26% 146

53

# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?

encourage my district to generate data and evidence about the implementation and impact of our work.

e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

Profies (state website) Never heard of this resource

Percent 0% 0% - 0% 150


Profies (state website) Heard of resource but haven't used it

Percent 13% 9% - 19% 150


Profies (state website) Used resource but found it NOT useful

Percent 4% 2% - 8% 150


Profies (state website) Found resource useful Percent 62% 55% - 68% 150


Profies (state website) Found resource very useful

Percent 21% 17% - 26% 150

e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)

Never heard of this resource

Percent 4% 2% - 9% 150



Heard of resource but haven't used it

Percent 3% 1% - 7% 150



Used resource but found it NOT useful

Percent 6% 3% - 9% 150



Found resource useful Percent 68% 62% - 74% 150



Found resource very useful

Percent 19% 15% - 24% 150

e3c Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

EWIS (Early Warning Indicator System) Never heard of this resource

Percent 5% 2% - 9% 150


EWIS (Early Warning Indicator System) Heard of resource but haven't used it

Percent 16% 11% - 23% 150

e3c Please evaluate the usefulness of the following DESE data resources in informing your district's

EWIS (Early Warning Indicator System) Used resource but found it NOT useful

Percent 20% 16% - 26% 150

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# Matrix_Text Item_Text Response EstType Est. Cl Nplanning and improvement work.


EWIS (Early Warning Indicator System) Found resource useful Percent 42% 36% - 49% 150


EWIS (Early Warning Indicator System) Found resource very useful

Percent 16% 12% - 22% 150

e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

RADAR (Resource Allocation and District Action Reports)


Percent 11% 7% - 17% 150




Percent 15% 10% - 20% 150




Percent 11% 7% - 16% 150







Percent 11% 7% - 16% 150

e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

Student Learning Experience reports Never heard of this resource

Percent 28% 23% - 34% 150


Student Learning Experience reports Heard of resource but haven't used it

Percent 25% 21% - 30% 150


Student Learning Experience reports Used resource but found it NOT useful

Percent 16% 12% - 21% 150


Student Learning Experience reports Found resource useful Percent 28% 22% - 34% 150


Student Learning Experience reports Found resource very useful

Percent 3% 2% - 6% 150

e3f Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

Edwin student assessment reports Never heard of this resource

Percent 2% 1% - 6% 150

e3f Please evaluate the usefulness of the following Edwin student assessment reports Heard of resource but Percent 8% 4% - 13% 150

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# Matrix_Text Item_Text Response EstType Est. Cl NDESE data resources in informing your district's planning and improvement work.

haven't used it


Edwin student assessment reports Used resource but found it NOT useful

Percent 9% 6% - 14% 150


Edwin student assessment reports Found resource useful Percent 58% 51% - 64% 150


Edwin student assessment reports Found resource very useful

Percent 23% 18% - 28% 150

e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.

VOCAL (Views of Climate and Learning) school climate reports


Percent 22% 17% - 29% 150




Percent 23% 18% - 28% 150




Percent 18% 13% - 24% 150







Percent 5% 3% - 8% 150

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Table 6. Charter School LeadersAuthorized by the Commonwealth of Massachusetts' Education Reform Act of 1993, charter schools are independent public schools that operate under five-year charters granted by the Commonwealth's Board of Elementary and Secondary Education. The Office of Charter Schools and School Redesign (OCSSR) supports and oversees the creation and sustainability of a variety of high quality public school options to ensure that all students in the Commonwealth have equitable access to a pathway to success after high school.

These questions were only asked of superintendents who identified as the leaders of charter schools or charter districts.

# Matrix_Text Item_Text Response EstType Est. Cl Nf1a To what extent do you agree with the following

statements about the Office of Charter Schools and School Redesign (OCSSR)?

Has an effective system for charter school accountability.


f1a To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?









f1b To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?

Uses reliable and valid evidence to support the renewal decisions (e.g., site visits, annual reports, financial statements).











f1c To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?

Facilitates engagement between districts and charter schools to ensure effective models and practices are shared.


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# Matrix_Text Item_Text Response EstType Est. Cl Nf1c To what extent do you agree with the following

statements about the Office of Charter Schools and School Redesign (OCSSR)?









f1d To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?

Provides accurate information in response to my questions.











f1e To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?

Communicates proactively when there are important policy or regulatory changes.











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