TELL Survey 2017

Every year I analyze our school’s Teaching, Empowering, Leading and Learning survey to compare it to previous years to see where we have made gains in school culture and find areas for growth. This is a teacher perception survey administered by the New Teacher Center, and the raw data is here. Below is a comparison of 2017 to 2016 at our school only.

There are three questions where we are 100% positive!
• This school maintains clear, two-way communication with the community.
• The school leadership facilitates using data to improve student learning.
• Professional learning opportunities are aligned with the school’s improvement plan.

There are three categories where we had only gains, no decreases!
• Teacher Leadership
• School Leadership (within 1%)
• Professional Development
• Instructional Practices and Support

Every year I send out a bulleted list, like the one below, that points out our top gains and losses as compared with the year before. Important to note, last year I had no categories greater than 5% increase; this year I have no categories with over 5% decrease (so I listed them all). This may not be accurate within 1% because the numbers I have for this year are rounded.

Here’s what went up 5% or higher:
• State assessment data are available in time to impact instructional practices. +32.7%
• Class sizes are reasonable such that teachers have the time available to meet the needs of all students. +15.5%
• Teachers have knowledge of the content covered and instructional methods used by other teachers at this school. +14.6%
• The reliability and speed of Internet connections in this school are sufficient to support instructional practices. +14.5%
• The school improvement team provides effective leadership at this school. +13.5%
• Students at this school understand expectations for their conduct. +13.3%
• In this school, follow up is provided from professional development. +12.7%
• Policies and procedures about student conduct are clearly understood by the faculty. +12.3%
• An appropriate amount of time is provided for professional development. +12.3%
• Teachers have an appropriate level of influence on decision making in this school. +12.2%
• Local assessment data are available in time to impact instructional practices. +11.7%
• School administrators support teachers’ efforts to maintain discipline in the classroom. +10.3%
• Professional development deepens teachers’ content knowledge. +10.1%
• Professional development is evaluated and results are communicated to teachers. +9.9%
• The procedures for teacher evaluation are consistent. +9.8%
• Teachers know what students learn in each of their classes. +9.2%
• Teacher performance is assessed objectively. +8.9%
• Teachers use assessment data to inform their instruction. +8.9%
• Teachers are relied upon to make decisions about educational issues. +8.8%
• The school leadership makes a sustained effort to address teacher concerns about: Teacher Leadership +8.8%
• In this school, we use the results of the 2016 TELL HCPS survey for school improvement planning. +8.7%
• Teachers feel comfortable raising issues and concerns that are important to them. +8.4%
• The school leadership makes a sustained effort to address teacher concerns about: Leadership Issues +7.9%
• Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices. +7.9%
• The school leadership makes a sustained effort to address teacher concerns about: New teacher support +7.8%
• The school leadership consistently supports teachers. +7.7%
• Teachers have time available to collaborate with colleagues. +7.6%
• Professional development offerings are data driven. +7.6%
• Teachers are trusted to make sound professional decisions about instruction. +7.2%
• The faculty are recognized for accomplishments. +7.1%
• Teachers are effective leaders in this school. +7.1%
• The school leadership makes a sustained effort to address teacher concerns about: The use of time in school +6.9%
• Teachers receive feedback that can help them improve teaching. +6.5%
• The non-instructional time provided for teachers in my school is sufficient. +6.4%
• Efforts are made to minimize the amount of routine paperwork teachers are required to do. +6.3%
• Teachers believe almost every student has the potential to do well on assignments. +6.3%
• Professional development enhances teachers’ abilities to improve student learning. +6.2%
• The school leadership makes a sustained effort to address teacher concerns about: Professional development +5.6%
• Teachers are protected from duties that interfere with their essential role of educating students. +5.4%
• Teachers collaborate to achieve consistency on how student work is assessed. +5.3%
• The school leadership makes a sustained effort to address teacher concerns about: Facilities & resources +5.2%
• The school leadership makes a sustained effort to address teacher concerns about: Managing Student Conduct +5.1%

Here’s what went down:
• Community members support teachers, contributing to their success with students. -4.5%
• Teachers consistently enforce rules for student conduct. -4.3%
• Teachers have sufficient instructional time to meet the needs of all students. -3%
• The school environment is clean and well maintained. -2.7%
• Parents/guardians are influential decision makers in this school. -1.8%
• Parents/guardians know what is going on in this school. -1.7%
• Teachers have sufficient access to a broad range of professional personnel. -1.3%
• Teachers provide parents/guardians with useful information about student learning. -1.3%
• Teachers have sufficient access to appropriate instructional materials. -0.7%
• The community we serve is supportive of this school. -0.6%
• The faculty work in a school environment that is safe. -0.4%
• Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc. -0.2%
• There is an atmosphere of trust and mutual respect in this school. -0.2%

Lowest rated questions overall:
• Students at this school follow rules of conduct. 66%
• Teachers consistently enforce rules for student conduct. 66%
• State assessment data are available in time to impact instructional practices. 66%
• Teachers have sufficient instructional time to meet the needs of all students. 69%