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PANORAMA TEACHER
AND STAFF SURVEY
ABOUT THIS
SURVEY
WHY DO TEACHER AND STAFF HOW CAN SCHOOLS COLLECT VALID AND
VOICES MATTER? RELIABLE EDUCATOR FEEDBACK?
Building great schools starts with recruiting The Panorama Teacher and Staff Survey
and retaining high quality teachers. For gathers teacher, faculty, and staff
many schools and districts, reducing teacher perceptions of professional learning
turnover rates and supporting educator opportunities; confidence in the classroom;
effectiveness are key challenges that must school climate; and relationships with
be addressed. In order to identify priorities colleagues, families, and school leadership.
and areas of need, however, it is essential to
first gather feedback from teachers and staff. Developed by Dr. Hunter Gehlbach and the
Educator feedback can spark productive Panorama research team, the Panorama
conversations between educators and school Teacher and Staff Survey is grounded in
leaders about important topics—such as advanced survey methodology and practice.
professional learning, school communication, (See the section “Survey Development
school climate, and school leadership—to Process” on page 3.) The survey exists as a
drive school improvement plans. series of scales, or sets of survey questions
related to a single topic (e.g., School Climate
or Professional Learning).
On most days, how enthusiastic are the students about Not at all Slightly Somewhat Quite Extremely
being at school? enthusiastic enthusiastic enthusiastic enthusiastic enthusiastic
Trusted a
To what extent are teachers trusted to teach in the way Trusted a little Trusted Trusted quite
Not at all trusted tremendous
they think is best? bit somewhat a bit
amount
Somewhat Extremely
How positive are the attitudes of your colleagues? Not at all positive Slightly positive Quite positive
positive positive
How supportive are students in their interactions Not at all Slightly Somewhat Quite Extremely
with each other? supportive supportive supportive supportive supportive
How respectful are the relationships between teachers Not at all Slightly Somewhat Extremely
Quite respectful
and students? respectful respectful respectful respectful
How optimistic are you that your school will improve Not at all Slightly Somewhat Extremely
Quite optimistic
in the future? optimistic optimistic optimistic optimistic
How often do you see students helping each other Almost all the
Almost never Once in a while Sometimes Frequently
without being prompted? time
On most days, how enthusiastic are the students about Not at all Slightly Somewhat Quite Extremely
being at school? enthusiastic enthusiastic enthusiastic enthusiastic enthusiastic
Trusted a
To what extent are staff trusted to work in the way Trusted a little Trusted Trusted quite
Not at all trusted tremendous
they think is best? bit somewhat a bit
amount
Somewhat Extremely
How positive are the attitudes of your colleagues? Not at all positive Slightly positive Quite positive
positive positive
How supportive are students in their interactions Not at all Slightly Somewhat Quite Extremely
with each other? supportive supportive supportive supportive supportive
How respectful are the relationships between staff and Not at all Slightly Somewhat Extremely
Quite respectful
students? respectful respectful respectful respectful
How optimistic are you that your school will improve Not at all Slightly Somewhat Extremely
Quite optimistic
in the future? optimistic optimistic optimistic optimistic
How often do you see students helping each other Almost all the
Almost never Once in a while Sometimes Frequently
without being prompted? time
When new initiatives are presented at your school, Not at all Slightly Somewhat Quite Extremely
how supportive are your colleagues? supportive supportive supportive supportive supportive
Overall, how supportive has the school been of your Not at all Slightly Somewhat Quite Extremely
growth as a teacher? supportive supportive supportive supportive supportive
How helpful are your colleagues' ideas for improving Somewhat Extremely
Not at all helpful Slightly helpful Quite helpful
your teaching? helpful helpful
Through working at your school, how many new Almost no A great number
A few strategies Some strategies Many strategies
teaching strategies have you learned? strategies of strategies
How much input do you have into individualizing your A little bit of Quite a bit of A tremendous
Almost no input Some input
own professional development opportunities? input input amount of input
Learn a
Overall, how much do you learn about teaching from Learn almost Learn quite
Learn a little bit Learn some tremendous
the leaders at your school? nothing a bit
amount
Overall, how supportive has the school been of your Not at all Slightly Somewhat Quite Extremely
professional growth? supportive supportive supportive supportive supportive
Through working at your school, how many new Almost no A great number
A few strategies Some strategies Many strategies
strategies for your job have you learned? strategies of strategies
How much input do you have into individualizing your A little bit of Quite a bit of A tremendous
Almost no input Some input
own professional development opportunities? input input amount of input
Learn a
Overall, how much do you learn from the leaders Learn almost Learn quite
Learn a little bit Learn some tremendous
at your school? nothing a bit
amount
How confident are you that you can help your school's Not at all Slightly Somewhat Extremely
Quite confident
most challenging students to learn? confident confident confident confident
How thoroughly do you feel that you know all the Not thoroughly Slightly Somewhat Quite Extremely
content you need to teach? at all thoroughly thoroughly thoroughly thoroughly
How confident are you that you can engage students Not at all Slightly Somewhat Extremely
Quite confident
who typically are not motivated? confident confident confident confident
How clearly can you explain the most complicated Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
content to your students? clearly clearly
How confident are you that you can meet the learning Not at all Slightly Somewhat Extremely
Quite confident
needs of your most advanced students? confident confident confident confident
A tremendous
A little bit of Quite a bit of
How much feedback do you receive on your teaching? No feedback at all Some feedback amount of
feedback feedback
feedback
Learn a
How much do you learn from the teacher evaluation Learn almost Learn quite
Learn a little bit Learn some tremendous
processes at your school? nothing a bit
amount
How useful do you find the feedback you receive on Somewhat Extremely
Not at all useful Slightly useful Quite useful
your teaching? useful useful
A tremendous
A little bit of Quite a bit of
How much feedback do you receive on your work? No feedback at all Some feedback amount of
feedback feedback
feedback
Learn a
How much do you learn from the evaluation processes Learn almost Learn quite
Learn a little bit Learn some tremendous
at your school? nothing a bit
amount
How useful do you find the feedback you receive on Somewhat Extremely
Not at all useful Slightly useful Quite useful
your work? useful useful
At your school, how thorough is the feedback you Not at all Slightly Somewhat Extremely
Quite thorough
receive in covering all aspects of your role? thorough thorough thorough thorough
Somewhat Extremely
How friendly are your school leaders toward you? Not at all friendly Slightly friendly Quite friendly
friendly friendly
At your school, how motivating do you find working Not at all Slightly Somewhat Quite Extremely
with the leadership team? motivating motivating motivating motivating motivating
How much trust exists between school leaders A little bit of Quite a bit of A tremendous
Almost no trust Some trust
and staff? trust trust amount of trust
Care a
How much do your school leaders care about you as
Do not care at all Care a little bit Care somewhat Care quite a bit tremendous
an individual?
amount
How confident are you that your school leaders have Not at all Slightly Somewhat Extremely
Quite confident
the best interests of the school in mind? confident confident confident confident
How fairly does the school leadership treat the staff? Not at all fairly Slightly fairly Somewhat fairly Quite fairly Extremely fairly
When you face challenges at work, how supportive are Not at all Slightly Somewhat Quite Extremely
your school leaders? supportive supportive supportive supportive supportive
When challenges arise in your personal life, how Not at all Slightly Somewhat Quite Extremely
understanding are your school leaders? understanding understanding understanding understanding understanding
How clearly do your school leaders identify their goals Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
for teachers? clearly clearly
How positive is the tone that school leaders set for the Somewhat Extremely
Not at all positive Slightly positive Quite positive
culture of the school? positive positive
How effectively do school leaders communicate Not at all Slightly Somewhat Quite Extremely
important information to teachers? effectively effectively effectively effectively effectively
Not
How knowledgeable are your school leaders about Slightly Somewhat Quite Extremely
knowledgeable
what is going on in teachers’ classrooms? knowledgeable knowledgeable knowledgeable knowledgeable
at all
For your school leaders, how important is teacher Not important Slightly Somewhat Extremely
Quite important
satisfaction? at all important important important
When the school makes important decisions, how A little bit of Quite a bit of A tremendous
Almost no input Some input
much input do teachers have? input input amount of input
How clearly do your school leaders identify their goals Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
for the staff? clearly clearly
How positive is the tone that school leaders set for the Somewhat Extremely
Not at all positive Slightly positive Quite positive
culture of the school? positive positive
How effectively do school leaders communicate Not at all Slightly Somewhat Quite Extremely
important information to staff? effectively effectively effectively effectively effectively
Not
How knowledgeable are your school leaders about Slightly Somewhat Quite Extremely
knowledgeable
what is going on in the school? knowledgeable knowledgeable knowledgeable knowledgeable
at all
For your school leaders, how important is Not important Slightly Somewhat Extremely
Quite important
staff satisfaction? at all important important important
When the school makes important decisions, how A little bit of Quite a bit of A tremendous
Almost no input Some input
much input do staff have? input input amount of input
A tremendous
How much pressure from school leaders do you feel to Almost no A little bit of Quite a bit of
Some pressure amount of
have your students achieve certain testing results? pressure pressure pressure
pressure
At your school, how often are you encouraged to teach Almost all the
Almost never Once in a while Sometimes Frequently
test-taking strategies? time
A tremendous
How much pressure do you feel to cover particular Almost no A little bit of Quite a bit of
Some pressure amount of
content in your teaching? pressure pressure pressure
pressure
How many of your teaching decisions are made with Almost no Almost all
A few decisions Some decisions Many decisions
the goal of trying to improve students' test scores? decisions decisions
Can increase
To what extent can teachers increase how much their Cannot increase Can increase a Can increase Can increase
a tremendous
most difficult students learn from them? at all little somewhat quite a bit
amount
Can improve
To what extent can teachers improve their Cannot improve Can improve a Can improve Can improve
a tremendous
implementation of different teaching strategies? at all little somewhat quite a bit
amount
Somewhat Completely
How possible is it for teachers to change their ability Not at all possible A little possible Quite possible
possible to possible to
to work with dissatisfied parents? to change to change to change
change change
Can improve
How much can teachers improve their classroom Cannot improve Can improve Can improve Can improve
a tremendous
management approaches? at all slightly somewhat quite a bit
amount
Can change a
To what extent can teachers change their intelligence Cannot change Can change a Can change Can change
tremendous
about the subjects that they teach? at all little bit somewhat quite a bit
amount
Over the course of a school year, to what extent can Can improve
Cannot improve Can improve Can improve Can improve
teachers improve the clarity of their explanations of a tremendous
at all slightly somewhat quite a bit
challenging concepts? amount
Somewhat Completely
How possible is it for teachers to change how well they Not at all possible A little possible Quite possible
possible to possible to
relate to their most difficult students? to change to change to change
change change
Somewhat Extremely
How friendly are your school’s families towards you? Not at all friendly Slightly friendly Quite friendly
friendly friendly
How often do you meet in person with the families of Almost all the
Almost never Once in a while Sometimes Frequently
your students? time
When you face challenges with particular students, Not at all Slightly Somewhat Quite Extremely
how supportive are the families? supportive supportive supportive supportive supportive
Trust a
How much do you trust that parents of your students
Do not trust at all Trust a little bit Trust some Trust quite a bit tremendous
will treat you fairly?
amount
At your school, how respectful are the parents Not at all Slightly Somewhat Extremely
Quite respectful
towards you? respectful respectful respectful respectful
How challenging is it to communicate with the families Not at all Slightly Somewhat Quite Extremely
of your students? challenging challenging challenging challenging challenging
Somewhat Extremely
How friendly are your school's families towards you? Not at all friendly Slightly friendly Quite friendly
friendly friendly
How often do you meet in person with the families Almost all the
Almost never Once in a while Sometimes Frequently
of students? time
When you face challenges with particular students, Not at all Slightly Somewhat Quite Extremely
how supportive are the families? supportive supportive supportive supportive supportive
Trust a
How much do you trust that parents of the students at
Do not trust at all Trust a little bit Trust some Trust quite a bit tremendous
your school will treat you fairly?
amount
At your school, how respectful are the parents Not at all Slightly Somewhat Extremely
Quite respectful
towards you? respectful respectful respectful respectful
How challenging is it to communicate with the families Not at all Slightly Somewhat Quite Extremely
of students at your school? challenging challenging challenging challenging challenging
At your school, how objectively is your teaching Not at all Slightly Somewhat Quite Extremely
performance assessed? objectively objectively objectively objectively objectively
Evaluation - Staff
Perceptions of the system that is used to evaluate faculty and staff.
Almost all
How often is your work evaluated? Almost never Once in a while Sometimes Frequently N/A
the time
How accurate is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
recognizing good work performance? accurate accurate accurate accurate accurate
At your school, how objectively is your Not at all Slightly Somewhat Quite Extremely
N/A
performance assessed? objectively objectively objectively objectively objectively
How effective is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
helping you improve? effective effective effective effective effective
How accurate is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
identifying bad work performance? accurate accurate accurate accurate accurate
Somewhat Extremely
At your school, how fair is the way staff are assessed? Not fair at all Slightly fair Quite fair N/A
fair fair
Whether your students do well or poorly in your class may depend on many different factors. Some of these factors might be easier for your students to
change than others. How possible do you think it is for your students to change:
Somewhat Completely
Not at all possible A little possible Quite possible
How much talent they have possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How much effort they put forth possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How well they behave in class possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How much they like the content in your class possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How easily they give up possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
Their intelligence possible to possible to
to change to change to change
change change
Needs to
Needs to Needs to
To what extent does the quality of the resources at Does not need to Needs to improve a
improve a little improve quite
your school need to improve? improve at all improve some tremendous
bit a bit
amount
When students need help from an adult, how often do Almost all the
Almost never Once in a while Sometimes Frequently
they have to wait to get that help? time
For students who need extra support, how difficult is it Somewhat Extremely
Not at all difficult Slightly difficult Quite difficult
for them to get the support that they need? difficult difficult
How important is it for your school to hire more Not important Slightly Somewhat Extremely
Quite important
specialists to help students? at all important important important
How many more resources do you need to adequately Almost no A few more Several more Quite a few A lot more
support your students’ learning? resources resources resources more resources resources
Struggles a
Overall, how much does your school struggle due to a Does not struggle Struggles a little Struggles quite
Struggles some tremendous
lack of resources? at all bit a bit
amount
Needs to
Needs to Needs to
To what extent does the quality of the resources at Does not need to Needs to improve a
improve a little improve quite
your school need to improve? improve at all improve some tremendous
bit a bit
amount
When students need help from an adult, how often do Almost all the
Almost never Once in a while Sometimes Frequently
they have to wait to get that help? time
For students who need extra support, how difficult is it Somewhat Extremely
Not at all difficult Slightly difficult Quite difficult
for them to get the support that they need? difficult difficult
How important is it for your school to hire more Not important Slightly Somewhat Extremely
Quite important
specialists to help students? at all important important important
Struggles a
Overall, how much does your school struggle due to a Does not struggle Struggles a little Struggles quite
Struggles some tremendous
lack of resources? at all bit a bit
amount
Grit - Teacher
Perceptions of how well students are able to persevere through setbacks to achieve important
long-term goals.
Many different factors play a role in school success. Each statement below represents something that may contribute to children's success in school.
Please indicate who you think is primarily responsible for each factor by checking the appropriate box. If you do not think an item is important for school
success, please check "N/A."
Ensure children have good relationships with their peers Primarily parents Primarily schools Primarily children N/A
Make sure that the children have an adult to talk to at school Primarily parents Primarily schools Primarily children N/A
Identify what children are most interested in learning Primarily parents Primarily schools Primarily children N/A
Make sure that children have enough time set aside to do all of
Primarily parents Primarily schools Primarily children N/A
their school-related work
Help children deal with their emotions appropriately Primarily parents Primarily schools Primarily children N/A
Make sure the children’s learning environment is safe Primarily parents Primarily schools Primarily children N/A
Ensure good communication between home and school Primarily parents Primarily schools Primarily children N/A
Make sure children are supported to do their best in school Primarily parents Primarily schools Primarily children N/A
Free Responses
Open-ended questions about a variety of topics that may be of interest to many schools.
If you could change anything about working at For how many years have you taught at your
your school, what would you change? current school? [Teacher]
FUTURE PLANS For how many years have you worked at this
school? [Staff ]
For how many years do you want to stay in the
teaching profession? [Teacher] For how many years have you worked at your
current school? [Staff ]
For how many years do you plan to continue
teaching in this district? [Teacher] If a friend or colleague were looking for a
[teaching] job, to what extent, if at all, would
For how many years do you want to stay in you recommend this school?
your current profession? [Staff ] What is your gender?
For how many years do you plan to continue What is your race or ethnicity?
working in this district? [Staff ]
Please indicate the primary language spoken
What are your career aspirations? in your childhood home. In which decade were
you born?
Please explain more about your career plans in Please select the highest level of education
case it enables us to better support you. completed by your mother. If you are not sure,
please take your best guess.