Infrastructure Profiler – Admin Only – Extra Data

Display Name Author Groups Post ID User Id User Role User Group Q1: What is your current role in your school? Q2: Generally, when our school implements a new program or process, Q3: How often do I use what I have learned from PD sessions on writing in my classroom instruction? Q4: How do teacher collaborative teams influence writing instruction in your classroom? Q5: How does peer observation influence your own classroom instruction? Q6: How do you describe the writing instruction PD opportunities available to teachers? Q7: The way we communicate within our school about writing instruction is Q8: The number of new practices teachers are expected to implement each year seems Q9: During a typical week, minutes spent in job-embedded writing-focused professional learning Q10: The quality of our technology and internet connectivity is Q11: My technology skills for using virtual tools during PD and coaching are Admin/Coach: We have personnel with evidence-based writing assessment and instruction expertise who provide PD. Admin/Coach: How often does the administrative leadership team participate in PD with teachers? Admin/Coach: Our schoolwide professional development plan... Q12: Teachers can request to work with an instructional coach. Q13: How does your participation in instructional coaching influence your writing instruction? Q14: I feel comfortable requesting writing support from a coach. Q15: Teachers at my school can access instructional coaching in a number of ways. Q16: My instructional coach helps me improve writing instruction (goals, modeling, observation, feedback, resources). Q17: Making time for writing-focused instructional coaching in my building Q18: Collaborative time teachers spend together focused on evidence-based writing practices Q19: Alignment of professional learning with your classroom goals Q20: This professional learning will meet the needs of the students in our system. Q21: Access to writing instructional materials and assessment resources Q22: Experience using a variety of writing assessment tools and techniques Q23: Experience adjusting writing instruction to meet the needs of academically diverse learners Q24: Experience providing evidence-based writing instruction Q25: Experience collaborating with colleagues during core writing instruction Q26: Experience supporting explicit instruction of writing skills Q27: Experience supporting a systematic scope and sequence of writing skills Q28: Experience integrating elements of writing instruction Q29: Class time for teachers expected to implement evidence-based writing instruction Q30: Access to student writing data to determine instructional goals Q31: Someone is available to provide targeted support when a child is not making progress. Q32: Family Members Q32: Childcare Providers Q32: Related Service Providers Q32: School Library Q32: Community Library Q32: General Education Teachers Q32: Special Education Teachers Q32: Building Administrators Q32: District Administrators Q32: Instructional Coaches Q32: ELA/Instruction Curriculum Specialists Q32: Special Education Curriculum Specialists/Coordinators Q32: Paraeducators Q32: English Language Teachers/Coordinators Q32: Reading Specialists Q32: Interventionists Q32: Other Comments
Ehren Eley Dobbys Bridge 8456 285 teacher 6, 37, 11, 10 General Education Teacher About half of us are invested in implementing it. Sometimes Positive influence Positive influence We have too few opportunities. Effective Mostly reasonable. Less than 30 minutes Fair/Acceptable Average Yes Positive influence Definitely yes Yes My coach provides all of these. Is not a priority, but we fit it where we can. Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I have most of the materials I need. Moderately experienced Very experienced Moderately experienced Extremely experienced Very experienced Moderately experienced Very experienced Somewhat sufficient I can access all the data I need. Sometimes Cooperation No interaction at all Collaboration Cooperation No interaction at all Collaboration Collaboration Collaboration Cooperation Collaboration Cooperation Cooperation No interaction at all Cooperation Collaboration Collaboration No interaction at all
Katherine Hicks Holy Cross Catholic School 8430 308 teacher 6, 35, 11, 10 General Education Teacher Only a few people are invested in implementing it. Often Neutral influence (no positive or negative influence) Neutral influence (no positive or negative influence) We have too few opportunities. Ineffective Mostly reasonable. 30-60 minutes Good Strong No Our school provides some protected time about once per year for educators to collaborate. Strong alignment No I have a few of the materials I need. Not experienced Moderately experienced Not experienced Not experienced Moderately experienced Not experienced Moderately experienced Not sufficient I can access all the data I need. No No interaction at all No interaction at all No interaction at all Networking No interaction at all Collaboration Collaboration No interaction at all No interaction at all No interaction at all No interaction at all Collaboration No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all We are a small private school with limited resources. I would love to integrate more writing into my social studies curriculum. Many students struggle with writing and I think having more opportunities would help them learn to be better writers.
Catherine Somers Holy Cross Catholic School 8401 309 teacher 6, 35, 11, 10 General Education Teacher Most of us are invested in implementing it. Almost Always Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Neither effective nor ineffective Mostly reasonable. Less than 30 minutes Fair/Acceptable Limited Unsure Our school provides some protected time about once per year for educators to collaborate. Very weak alignment Sometimes I rarely have the materials I need. Not experienced Not experienced Not experienced Not experienced Not experienced Not experienced Not experienced Sufficient I can access a limited amount of the data I need. Usually No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all Coalition No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all Cooperation No interaction at all No interaction at all No interaction at all
Ehren Eley Dobbys Bridge 8262 285 teacher 6, 37, 11, 10 General Education Teacher About half of us are invested in implementing it. Often Neutral influence (no positive or negative influence) Neutral influence (no positive or negative influence) We have too few opportunities. Neither effective nor ineffective Mostly reasonable. Less than 30 minutes Fair/Acceptable Average Yes Positive influence Probably yes Yes My coach provides most of these. Is not a priority, but we fit it where we can. Our school provides some protected time about once per month for educators to collaborate. Very strong alignment Yes I have about half of the materials I need. Moderately experienced Very experienced Slightly experienced Very experienced Very experienced Slightly experienced Very experienced Not sufficient I can access most of the data I need. Rarely Cooperation No interaction at all Collaboration Cooperation No interaction at all Collaboration Collaboration Collaboration Cooperation Collaboration Collaboration No interaction at all No interaction at all No interaction at all Cooperation Cooperation No interaction at all
Christina Fields Covington Middle School 8261 282 teacher 6, 28, 11, 10 General Education Teacher About half of us are invested in implementing it. Almost Always Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Fair/Acceptable Average Unsure Our school provides some protected time about once per semester for educators to collaborate. Strong alignment Yes I rarely have the materials I need. Slightly experienced Moderately experienced Slightly experienced Moderately experienced Slightly experienced Moderately experienced Very experienced Not sufficient I cannot access the data I need. No No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Test Teacher Test School District A 8259 3 teacher 6, 14, 11, 10 General Education Teacher Everyone is invested in implementing it. Often Neutral influence (no positive or negative influence) Negative influence We have the right number of opportunities. Effective Sometimes reasonable and sometimes unreasonable. 30-60 minutes Very Poor Very strong Yes Positive influence Not sure Yes My coach provides most of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per semester for educators to collaborate. Very weak alignment Yes I have most of the materials I need. Moderately experienced Slightly experienced Not experienced Extremely experienced Very experienced Moderately experienced Slightly experienced Sufficient I can access most of the data I need. Sometimes Networking Cooperation No interaction at all Coordination Coalition Collaboration No interaction at all Networking Cooperation Coordination Coalition Collaboration No interaction at all Networking Cooperation Coordination Coalition test comment
Katie Dameron Covington Middle School 8244 252 teacher 6, 28, 11, 10 General Education Teacher About half of us are invested in implementing it. Sometimes Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Fair/Acceptable Strong Unsure Our school provides some protected time about once per month for educators to collaborate. Strong alignment Yes I have about half of the materials I need. Moderately experienced Moderately experienced Moderately experienced Slightly experienced Very experienced Moderately experienced Very experienced Somewhat sufficient I can access most of the data I need. Sometimes Networking No interaction at all Networking Networking No interaction at all Networking Networking Networking No interaction at all No interaction at all No interaction at all No interaction at all Networking No interaction at all No interaction at all No interaction at all No interaction at all
Rebecca Keenan Dobbys Bridge 8233 284 coach 8, 37, 11, 10 Special Education Teacher Everyone is invested in implementing it. Often Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Excellent Very strong No 90-100% of the time Includes a broad focus for writing. Yes Neutral influence (no positive or negative influence) Probably no Yes My coach provides none of these. Is not a priority and we usually do not do it. Our school provides some protected time about once per semester for educators to collaborate. Strong alignment Yes I have a few of the materials I need. Moderately experienced Moderately experienced Slightly experienced Extremely experienced Extremely experienced Extremely experienced Extremely experienced Not sufficient I can access a limited amount of the data I need. No Cooperation No interaction at all Collaboration Cooperation Cooperation Collaboration Collaboration Coalition Coordination Collaboration Collaboration Cooperation Cooperation No interaction at all Collaboration Collaboration No interaction at all My biggest barrier is having enough time to teach writing skills for several reasons. Testing and helping the students with Gen Ed required work takes class time from my instruction. Our school is focused on improving reading and math scores. So little usable data is available from state assessments that it doesn't inform instruction. My students usually score 1 or 2 out of 4 on the state rubric on spring testing, but I don't get to see any other feedback about what areas they do well on or need to improve. District testing results are hampered by subjective teacher scoring. What achieves a certain score in one class can be given an entirely different score in another class. It's subjective and not standardized at all.
Charity Simmons Covington Middle School 8229 251 teacher 6, 28, 11, 10 General Education Teacher Only a few people are invested in implementing it. Rarely Neutral influence (no positive or negative influence) I do not or have not engaged in observations of other teachers at my school We don't have any opportunities. Very ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Fair/Acceptable Strong Unsure Our school provides some protected time about once per semester for educators to collaborate. Neither strong nor weak alignment Sometimes I rarely have the materials I need. Moderately experienced Moderately experienced Very experienced Slightly experienced Very experienced Very experienced Very experienced Not sufficient I cannot access the data I need. No No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all Collaboration Networking No interaction at all No interaction at all No interaction at all No interaction at all Collaboration No interaction at all No interaction at all No interaction at all No interaction at all
Joseph Karny Holy Cross Catholic School 8228 283 teacher 6, 35, 11, 10 General Education Teacher Most of us are invested in implementing it. Rarely Neutral influence (no positive or negative influence) Neutral influence (no positive or negative influence) We don't have any opportunities. Ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Good Average Unsure Our school provides some protected time about once per year for educators to collaborate. Strong alignment Yes I have a few of the materials I need. Not experienced Not experienced Not experienced Not experienced Not experienced Not experienced Slightly experienced Somewhat sufficient I can access some of the data I need. Sometimes No interaction at all No interaction at all No interaction at all Cooperation No interaction at all Cooperation Cooperation Cooperation No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all Cooperation No interaction at all
Test Teacher Test School District A 8227 3 teacher 6, 14, 11, 10 Other Everyone is invested in implementing it. Often Neutral influence (no positive or negative influence) Negative influence We don't have any opportunities. Very ineffective Reasonable. 90-120 minutes Fair/Acceptable Limited Yes Our school provides protected time every day for educators to collaborate. Strong alignment Maybe I have a few of the materials I need. Not experienced Extremely experienced Very experienced Moderately experienced Slightly experienced Not experienced Extremely experienced Somewhat sufficient I can access some of the data I need. Usually No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all test comment
Maggie Clinton Crossroads KC 7988 279 teacher 6, 36, 11, 10 Special Education Teacher Only a few people are invested in implementing it. Often Neutral influence (no positive or negative influence) I do not or have not engaged in observations of other teachers at my school We have too few opportunities. Ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Good Very strong Unsure Our school provides some protected time about once per semester for educators to collaborate. Weak alignment Yes I have most of the materials I need. Not experienced Moderately experienced Not experienced Not experienced Not experienced Not experienced Not experienced Somewhat sufficient I can access most of the data I need. Usually Collaboration No interaction at all Coordination No interaction at all Cooperation Collaboration Collaboration Cooperation Coordination No interaction at all No interaction at all No interaction at all Cooperation No interaction at all No interaction at all No interaction at all No interaction at all
Wyatt Seufert Humboldt Middle School USD 258 7977 275 teacher 6, 26, 11, 10 General Education Teacher Most of us are invested in implementing it. Sometimes Positive influence Positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Excellent Very strong Yes Positive influence Definitely yes Yes My coach provides all of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per month for educators to collaborate. Strong alignment Sometimes I have most of the materials I need. Moderately experienced Moderately experienced Slightly experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Somewhat sufficient I can access all the data I need. Sometimes No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Linnea Archer Lincoln School MN 7961 276 teacher 6, 29, 11, 10 General Education Teacher About half of us are invested in implementing it. Often Neutral influence (no positive or negative influence) Significant positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Excellent Average Yes Neutral influence (no positive or negative influence) Not sure Yes My coach provides none of these. Is not a priority and we usually do not do it. Our school provides some protected time about once per year for educators to collaborate. Strong alignment Yes I rarely have the materials I need. Moderately experienced Moderately experienced Moderately experienced Not experienced Very experienced Extremely experienced Very experienced Not sufficient I cannot access the data I need. No Networking No interaction at all Cooperation Networking Networking Cooperation Cooperation Networking No interaction at all No interaction at all Cooperation No interaction at all Networking Networking Cooperation Networking No interaction at all Giving direct feedback in a timely manner is always difficult. SWS and PWS is clear, consise and students love it. When we are using these programs, students make tremendous growth. After, they apply the skills when directly instructed to use them. But often, written assignments are responses to literature or analysis of specific topics where they are to apply the skills we have learned. Timely feeback throughout research papers is very difficult with 150 students real time. When they get direct help, they make big changes to writting.
Taylor Wilkins Humboldt Middle School USD 258 7947 274 teacher 6, 26, 11, 10 General Education Teacher Most of us are invested in implementing it. Often Positive influence Positive influence We have the right number of opportunities. Effective Reasonable. 30-60 minutes Excellent Average Yes Significant positive influence Definitely yes Yes My coach provides all of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per semester for educators to collaborate. Strong alignment Sometimes I have a few of the materials I need. Slightly experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Sufficient I can access a limited amount of the data I need. Rarely No interaction at all No interaction at all No interaction at all Networking Networking Coordination Cooperation Cooperation Networking Collaboration Coordination No interaction at all No interaction at all Collaboration No interaction at all Cooperation No interaction at all
Sara Harris St. Charles Borromeo Academy 7715 273 teacher 6, 33, 11, 10 General Education Teacher Most of us are invested in implementing it. Sometimes Neutral influence (no positive or negative influence) Significant positive influence We have the right number of opportunities. Very effective Sometimes reasonable and sometimes unreasonable. 90-120 minutes Fair/Acceptable Strong No Our school provides protected time every day for educators to collaborate. Very strong alignment Yes I rarely have the materials I need. Slightly experienced Slightly experienced Slightly experienced Moderately experienced Slightly experienced Slightly experienced Slightly experienced Not sufficient I can access all the data I need. Usually No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Betsy Wright Holy Cross Catholic School 7709 272 teacher 6, 35, 11, 10 Special Education Teacher Most of us are invested in implementing it. Often Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Fair/Acceptable Average No Our school provides some protected time about once per semester for educators to collaborate. Strong alignment Yes I have a few of the materials I need. Moderately experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Moderately experienced Somewhat sufficient I can access most of the data I need. Sometimes No interaction at all No interaction at all Cooperation Networking No interaction at all Coordination Collaboration Collaboration No interaction at all Networking No interaction at all Collaboration Cooperation No interaction at all Networking Collaboration No interaction at all
Gina Adams Blessed Sacrament Catholic School 7708 271 teacher 6, 34, 11, 10 General Education Teacher About half of us are invested in implementing it. Sometimes Positive influence Positive influence We have too few opportunities. Effective Mostly reasonable. Less than 30 minutes Poor Limited Yes Positive influence Definitely yes It depends My coach provides all of these. Is prioritized equally to many other priorities. Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I have most of the materials I need. Moderately experienced Very experienced Slightly experienced Moderately experienced Very experienced Slightly experienced Moderately experienced Sufficient I can access most of the data I need. Definitely No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Sarah Huslig Augusta Middle School 7695 256 teacher 6, 32, 11, 10 General Education Teacher Everyone is invested in implementing it. Sometimes Positive influence Positive influence We have too few opportunities. Ineffective Mostly reasonable. 30-60 minutes Fair/Acceptable Strong Unsure Our school provides some protected time every week for educators to collaborate. Very strong alignment Sometimes I rarely have the materials I need. Moderately experienced Moderately experienced Moderately experienced Not experienced Moderately experienced Moderately experienced Moderately experienced Somewhat sufficient I can access most of the data I need. Rarely No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Hailey Stine Augusta Middle School 7694 267 teacher 6, 32, 11, 10 General Education Teacher Almost no one is invested in implementing it. Rarely Significant positive influence Significant positive influence We have the right number of opportunities. Effective Mostly reasonable. 90-120 minutes Good Very strong Yes Neutral influence (no positive or negative influence) Not sure Yes My coach provides some of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per year for educators to collaborate. Very strong alignment Yes I rarely have the materials I need. Extremely experienced Extremely experienced Extremely experienced Extremely experienced Extremely experienced Extremely experienced Extremely experienced Not sufficient I can access all the data I need. Definitely No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all I truly need help with best practices on how to teach writing in a efficient and effective way.
Marie Walker Humboldt Middle School USD 258 7688 255 coach 8, 26, 11, 10 Instructional Coach (e.g., literacy coach, may also have additional duties) Only a few people are invested in implementing it. Sometimes Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Fair/Acceptable Strong Unsure 75-89% of the time Includes a broad focus for writing. Yes Positive influence Probably yes Yes My coach provides some of these. Is not a priority, but we fit it where we can. Our school provides some protected time about once per semester for educators to collaborate. Weak alignment Maybe I have a few of the materials I need. Slightly experienced Slightly experienced Slightly experienced Slightly experienced Slightly experienced Slightly experienced Slightly experienced Somewhat sufficient I can access a limited amount of the data I need. Rarely Cooperation Networking Networking Cooperation Networking Collaboration Collaboration Collaboration Collaboration Coordination Collaboration No interaction at all Networking Networking Collaboration Collaboration No interaction at all
Clarissa Goebel St. Charles Borromeo Academy 7681 263 teacher 6, 33, 11, 10 General Education Teacher Most of us are invested in implementing it. Rarely Positive influence I do not or have not engaged in observations of other teachers at my school We have too few opportunities. Neither effective nor ineffective Mostly reasonable. Less than 30 minutes Poor Strong Unsure Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I have about half of the materials I need. Not experienced Not experienced Not experienced Not experienced Not experienced Not experienced Not experienced Somewhat sufficient I can access a limited amount of the data I need. Sometimes Networking No interaction at all Networking Coordination No interaction at all Coordination Networking Coordination No interaction at all No interaction at all No interaction at all Coordination No interaction at all No interaction at all Coordination Coordination No interaction at all
Torin Thompson St. Charles Borromeo Academy 7680 264 teacher 6, 33, 11, 10 General Education Teacher Most of us are invested in implementing it. Rarely Positive influence I do not or have not engaged in observations of other teachers at my school We have too few opportunities. Neither effective nor ineffective Mostly reasonable. Less than 30 minutes Fair/Acceptable Average Unsure Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I have about half of the materials I need. Moderately experienced Very experienced Moderately experienced Slightly experienced Slightly experienced Not experienced Very experienced Somewhat sufficient I can access a limited amount of the data I need. Rarely Networking No interaction at all Networking Coordination Networking Cooperation No interaction at all Coalition No interaction at all No interaction at all No interaction at all Coalition No interaction at all No interaction at all Coordination Coordination No interaction at all
Janet Iliff St. Charles Borromeo Academy 7677 262 coach 8, 33, 11, 10 Special Education Teacher, Instructional Coach (e.g., literacy coach, may also have additional duties) Everyone is invested in implementing it. Sometimes Positive influence Significant positive influence We have too few opportunities. Effective Mostly reasonable. 60-90 minutes Fair/Acceptable Very strong Yes 75-89% of the time Clearly includes a focus on writing, a vision for implementation, and coaching. Yes Significant positive influence Definitely yes Yes My coach provides some of these. Is not a priority and we usually do not do it. Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I rarely have the materials I need. Extremely experienced Moderately experienced Extremely experienced Moderately experienced Extremely experienced Moderately experienced Extremely experienced Sufficient I can access all the data I need. Sometimes No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all This school has been through a lot of changes in the past 5 years, and this is my first year here, so some of these things may have been done more frequently than I am aware of. I do know that the teachers lack curricula for many subjects including writing and grammar and they have been clamoring for more support in this area.
Melissa Reed Augusta Middle School 7668 259 teacher 6, 32, 11, 10 General Education Teacher About half of us are invested in implementing it. Often Neutral influence (no positive or negative influence) Positive influence We don't have any opportunities. Ineffective Reasonable. Less than 30 minutes Good Very strong Yes Neutral influence (no positive or negative influence) Definitely no It depends My coach provides none of these. Is not a priority and we usually do not do it. Our school provides some protected time about once per year for educators to collaborate. Very weak alignment Yes I rarely have the materials I need. Very experienced Very experienced Extremely experienced Not experienced Extremely experienced Extremely experienced Extremely experienced Somewhat sufficient I cannot access the data I need. No No interaction at all No interaction at all No interaction at all Collaboration No interaction at all Cooperation Networking Cooperation Cooperation No interaction at all No interaction at all No interaction at all No interaction at all Collaboration No interaction at all No interaction at all No interaction at all Our instructional coach has no background in literacy. All of my PD in writing occurs outside of the classroom on my own. I also came to the district with a background and advanced degrees in literacy.
Beth Hippen Sacred Heart Catholic 7653 254 teacher 6, 27, 11, 10 General Education Teacher Most of us are invested in implementing it. Often Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Effective Sometimes reasonable and sometimes unreasonable. Less than 30 minutes Excellent Very strong No Our school provides some protected time about once per month for educators to collaborate. Strong alignment Yes I have about half of the materials I need. Extremely experienced Extremely experienced Very experienced Slightly experienced Extremely experienced Extremely experienced Extremely experienced Somewhat sufficient I can access all the data I need. Sometimes Cooperation No interaction at all Cooperation No interaction at all No interaction at all Coordination Cooperation Coordination No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Hannah Fernandes Riverton Middle School 7652 250 teacher 6, 31, 11, 10 Special Education Teacher Most of us are invested in implementing it. Often Significant positive influence Significant positive influence We have too few opportunities. Ineffective Mostly reasonable. Less than 30 minutes Good Very strong Yes Significant positive influence Definitely yes Yes My coach provides some of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per month for educators to collaborate. Very strong alignment Yes I have a few of the materials I need. Moderately experienced Very experienced Slightly experienced Moderately experienced Very experienced Very experienced Very experienced Not sufficient I can access all the data I need. Definitely Cooperation No interaction at all Coalition Coalition Coalition Collaboration Collaboration Collaboration Cooperation Collaboration Cooperation Coalition Collaboration No interaction at all No interaction at all No interaction at all No interaction at all
Jalynn Guiot Humboldt Middle School USD 258 7651 253 teacher 6, 26, 11, 10 General Education Teacher Almost no one is invested in implementing it. Rarely Neutral influence (no positive or negative influence) Positive influence We have too few opportunities. Effective Sometimes reasonable and sometimes unreasonable. 90-120 minutes Excellent Very strong Yes Neutral influence (no positive or negative influence) Definitely no It depends My coach provides some of these. Is not a priority and we usually do not do it. Our school provides some protected time every week for educators to collaborate. Very strong alignment Yes I have about half of the materials I need. Extremely experienced Extremely experienced Extremely experienced Slightly experienced Extremely experienced Extremely experienced Extremely experienced Sufficient I can access all the data I need. Usually No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all
Scott Stewart No Group 7621 2 administrator 1, 11, 10 General Education Teacher Most of us are invested in implementing it. Sometimes Negative influence Significant negative influence We have the right number of opportunities. Effective Sometimes reasonable and sometimes unreasonable. 30-60 minutes Very Poor Very strong Unsure 50-74% of the time Includes a broad focus for writing. Yes Positive influence Not sure Yes My coach provides most of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per semester for educators to collaborate. Very weak alignment Yes I have most of the materials I need. Moderately experienced Slightly experienced Not experienced Extremely experienced Very experienced Moderately experienced Slightly experienced Sufficient I can access most of the data I need. Sometimes Networking Cooperation Coordination Coalition Collaboration Networking Cooperation Coordination Coalition Collaboration Networking Cooperation Coordination Coalition Collaboration Networking Cooperation Test Comment
Teacher OneA Sunflower-Middle-School 7587 161 teacher 6, 19, 11, 10 Other Everyone is invested in implementing it. Often Neutral influence (no positive or negative influence) Negative influence We have the right number of opportunities. Effective Sometimes reasonable and sometimes unreasonable. 30-60 minutes Very Poor Very strong Yes Positive influence Not sure Yes My coach provides most of these. Is prioritized equally to many other priorities. Our school provides some protected time about once per semester for educators to collaborate. Very weak alignment Yes I have most of the materials I need. Moderately experienced Slightly experienced Not experienced Extremely experienced Very experienced Moderately experienced Slightly experienced Sufficient I can access most of the data I need. Sometimes No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all No interaction at all Test comment
Margaret Couri Pleasant-Valley-District-62 5709 224 teacher 6, 24, 11, 10 General Education Teacher Most of us work hard to implement. Neutral influence I do not engage in teacher-to-teacher peer observations. I am neither satisfied nor dissatisfied with the amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 30 minutes Strong Average Yes Neutral influence Yes Yes My coach provides most of these. Is a priority that is rarely compromised. My school provides some protected time about once per semester for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience No experience Somewhat sufficient Yes
Makayla Mathewson Pleasant-Hill-District-69 5706 219 teacher 6, 23, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 90 minutes Average Strong Yes Slight positive influence Yes Yes My coach provides most of these. Is prioritized equally to many other priorities. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Somewhat sufficient Yes
Deborah Bash Pleasant-Hill-District-69 5704 227 teacher 6, 23, 11, 10 Special Education Teacher Everyone works very hard to implement. Significant positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 4 - highly effective Reasonable. About 30 minutes Average Limited I'm not sure. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Extensive experience Extensive experience Some experience Sufficient Yes I teach in an instructional program so it is difficult to collaborate with colleagues due to the nature of the program in which I teach.
marbeth Shiell Pleasant-Valley-District-62 5701 225 teacher 6, 24, 11, 10 General Education Teacher Most of us work hard to implement. Significant positive influence Significant positive influence I do not have access to enough PD. 3 - mostly effective Mostly reasonable. About 90 minutes Average Limited Yes Significant positive influence Yes It depends. My coach provides all of these. Is a priority that is rarely compromised. My school provides protected time every day for my colleagues and I to collaborate. Yes Yes I always have the resources I need. Some experience Some experience Some experience Some experience Sufficient Yes
Amecia Smith Pleasant-Valley-District-62 5699 220 teacher 6, 24, 11, 10 General Education Teacher Everyone works very hard to implement. Significant positive influence Neutral influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 90 minutes Strong Average Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is rarely compromised. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I always have the resources I need. Some experience Extensive experience Some experience No experience Sufficient Yes N/A
Lisa Weaver Pleasant-Hill-District-69 5697 211 administration_user 7, 23, 11, 10 Administrator Most of us work hard to implement. Significant positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 30 minutes Very strong Strong Yes 90-100 percent of the time Includes a clear focus for PD, a vision for implementation, but not coaching. No Our school provides some protected time every week for colleagues collaborate. Yes Yes We have funds to purchase most of the resources we need. Some experience Some experience Some experience No experience Sufficient Yes
Rachel Adkins Pleasant-Valley-District-62 5695 223 teacher 6, 24, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 30 minutes Average Limited I'm not sure. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Somewhat sufficient Yes
Margaret Couri Pleasant-Valley-District-62 5693 224 teacher 6, 24, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence I do not engage in teacher-to-teacher peer observations. I do not have access to enough PD. 3 - mostly effective Mostly reasonable. About 30 minutes Very strong Average Yes Significant positive influence Yes Yes My coach provides most of these. Is a priority that is rarely compromised. My school provides some protected time about once per month for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Sufficient Yes
Rebekah Sutton Pleasant-Valley-District-62 5691 218 teacher 6, 24, 11, 10 Special Education Teacher Most of us work hard to implement. Significant positive influence Significant positive influence There is exactly the right amount of PD available. 3 - mostly effective Reasonable. About 30 minutes Strong Very strong Yes Significant positive influence Yes Yes My coach provides some of these. Is a priority that is sometimes compromised. My school provides protected time every day for my colleagues and I to collaborate. Yes Yes I always have the resources I need. Extensive experience Extensive experience Extensive experience Some experience Sufficient Yes As a special education teacher who sets specific writing goals for specific deficits, I'm anxious to start a new program that can help me meet the needs in my classroom. Any and all new ideas and approaches are welcomed with open arms, and I'm excited to begin!
Erin Pantages Pleasant-Valley-District-62 5689 213 teacher 6, 24, 11, 10 Special Education Teacher Most of us work hard to implement. Slight positive influence I do not engage in teacher-to-teacher peer observations. I am mostly satisfied with the amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 30 minutes Strong Average Yes Slight positive influence Yes Yes My coach provides most of these. Is prioritized equally to many other priorities. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Extensive experience Extensive experience Some experience Somewhat sufficient Yes In the upper grades, there is one teacher per subject. As a SPED teacher, I will often bounce ideas off other SPED teachers, but most of my planning is done independently.
Olivia Arteaga Pleasant-Hill-District-69 5687 210 teacher 6, 23, 11, 10 Special Education Teacher Most of us work hard to implement. Slight positive influence I do not engage in teacher-to-teacher peer observations. I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 90 minutes Average Strong I'm not sure. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have about half of the resources I need. Some experience Extensive experience Some experience Some experience Somewhat sufficient Yes
Ashley Henegar Pleasant-Valley-District-62 5685 222 administration_user 7, 24, 11, 10 Administrator Most of us work hard to implement. Slight positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 60 minutes Limited Average Yes 90-100 percent of the time Includes a clear focus for PD, a vision for implementation, and coaching. Yes Significant positive influence It depends. Yes My coach provides all of these. Is a priority that is sometimes compromised. Our school provides protected time every day for colleagues to collaborate. Yes Yes We have funds to purchase all the resources we need. Some experience Some experience Some experience No experience Sufficient Yes
Stacy Hall Pleasant-Valley-District-62 5683 212 teacher 6, 24, 11, 10 Special Education Teacher Everyone works very hard to implement. Significant positive influence I do not engage in teacher-to-teacher peer observations. I am neither satisfied nor dissatisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 30 minutes Limited Limited Yes My school provides some protected time every week for my colleagues and I to collaborate. Maybe Maybe I always have the resources I need. Some experience Some experience Some experience Some experience Somewhat sufficient Yes Im currious to see as my participation in the program advances, how easily my students in special ed can access the tools they need. Since their writing abilities and mechanics vary greatly in their accomadated day to day learning, if this program is benificial or creates more frustrations towards writing in general.
Stacy Hall Pleasant-Valley-District-62 5681 212 teacher 6, 24, 11, 10 Special Education Teacher Everyone works very hard to implement. Significant positive influence I do not engage in teacher-to-teacher peer observations. I am neither satisfied nor dissatisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 30 minutes Limited Limited Yes Significant positive influence It depends. Yes My coach provides most of these. Is not a priority, but we fit it where we can. My school provides some protected time every week for my colleagues and I to collaborate. Maybe Maybe I always have the resources I need. Some experience Some experience Some experience Some experience Somewhat sufficient Yes Im currious to see as my participation in the program advances, how easily my students in special ed can access the tools they need. Since their writing abilities and mechanics vary greatly in their accomadated day to day learning, if this program is benificial or creates more frustrations towards writing in general.
Tracy Forck Pleasant-Valley-District-62 5678 214 administration_user 7, 24, 11, 10 Administrator Most of us work hard to implement. Slight positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 4 - highly effective Reasonable. About 60 minutes Strong Strong Yes 90-100 percent of the time Includes a clear focus for PD, a vision for implementation, and coaching. Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is rarely compromised. Our school provides protected time every day for colleagues to collaborate. Yes Yes We have funds to purchase all the resources we need. Some experience Some experience Extensive experience Some experience Sufficient Yes
Jack Mondragon Pleasant-Valley-District-62 5676 221 teacher 6, 24, 11, 10 General Education Teacher About half of us work hard to implement. Slight positive influence Neutral influence I am neither satisfied nor dissatisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 30 minutes Average Strong Yes Slight positive influence Yes Yes My coach provides some of these. Is prioritized equally to many other priorities. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Somewhat sufficient Yes
Michelle Buscher Pleasant-Valley-District-62 5674 217 teacher 6, 24, 11, 10 Special Education Teacher Everyone works very hard to implement. Significant positive influence I do not engage in teacher-to-teacher peer observations. I am mostly satisfied with the amount of PD available. 4 - highly effective Reasonable. About 60 minutes Very strong Average Yes Slight positive influence Yes Yes My coach provides none of these. Is not a priority and we usually do not do it. My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Extensive experience Extensive experience Extensive experience Extensive experience Somewhat sufficient Yes I have only been at this school for two years. I am not sure about a lot of the professional development questions. My last district was overwhelming so I feel this one is fantastic.
Abigail Dollinger Pleasant-Hill-District-69 5672 215 teacher 6, 23, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Neutral influence There is exactly the right amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 90 minutes Strong Strong No My school provides some protected time every week for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Extensive experience Some experience Some experience Somewhat sufficient Yes
Meadowlark Teacher Two Meadowlark-School 4768 204 teacher 6, 22, 11, 10 General Education Teacher Everyone works very hard to implement. Significant positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 4 - highly effective Mostly reasonable. About 60 minutes Very strong Very strong Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is sometimes compromised. My school provides some protected time about once per month for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Extensive experience Extensive experience Extensive experience Extensive experience Sufficient Yes nothing else at this time
Meadowlark Teacher One Meadowlark-School 4765 203 teacher 6, 22, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 60 minutes Strong Average Yes Significant positive influence Yes Yes My coach provides all of these. Is prioritized equally to many other priorities. My school provides some protected time about once per semester for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Sufficient Yes
Meadowlark Coach One Meadowlark-School 4763 202 coach 8, 22, 11, 10 General Education Teacher, Instructional Coach (e.g., literacy coach, may also have additional duties) Most of us work hard to implement. Slight positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 4 - highly effective Mostly reasonable. About 30 minutes Strong Average Yes 25-49 percent of the time Includes a clear focus for PD, a vision for implementation, and coaching. Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is rarely compromised. Our school provides some protected time every week for colleagues collaborate. Yes Yes We have funds to purchase all the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes
Meadowlark Admin Two Meadowlark-School 4761 201 administration_user 7, 22, 11, 10 Administrator Most of us work hard to implement. Significant positive influence Neutral influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 30 minutes Strong Average Yes 75-89 percent of the time Includes a clear focus for PD, a vision for implementation, and coaching. Yes Significant positive influence Yes Yes My coach provides all of these. Is prioritized equally to many other priorities. Our school provides some protected time every week for colleagues collaborate. Yes Yes We have funds to purchase most of the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes
Meadowlark Admin One Meadowlark-School 4758 200 administration_user 7, 22, 11, 10 Administrator Most of us work hard to implement. Significant positive influence Neutral influence There is exactly the right amount of PD available. 3 - mostly effective Sometimes reasonable and sometimes unreasonable. About 30 minutes Strong Average Yes 75-89 percent of the time Includes a clear focus for PD, a vision for implementation, and coaching. Yes Significant positive influence Yes It depends. My coach provides some of these. Is prioritized equally to many other priorities. Our school provides some protected time every week for colleagues collaborate. Yes Yes We have funds to purchase most of the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes None at this time.
Jackie Strickland Lemon-Bay-High-School 4710 193 teacher 6, 20, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Significant positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 60 minutes Strong Average Yes Significant positive influence Yes Yes My coach provides all of these. Is prioritized equally to many other priorities. My school provides some protected time about once per semester for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Sufficient Yes
thomas trealout Lemon-Bay-High-School 4688 195 teacher 6, 20, 11, 10 General Education Teacher Everyone works very hard to implement. Significant positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 4 - highly effective Mostly reasonable. About 60 minutes Very strong Very strong Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is sometimes compromised. My school provides some protected time about once per month for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Extensive experience Extensive experience Extensive experience Extensive experience Sufficient Yes nothing else at this time
Mindy Allen Columbia-Falls-Jr-High 4686 199 teacher 6, 21, 11, 10 General Education Teacher Everyone works very hard to implement. Significant positive influence Slight positive influence There is exactly the right amount of PD available. 4 - highly effective Reasonable. About 60 minutes Very strong Strong Yes Significant positive influence Yes It depends. My coach provides most of these. Is prioritized equally to many other priorities. My school provides some protected time about once per month for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Extensive experience Extensive experience Extensive experience Some experience Somewhat sufficient Yes
Ellie Green Columbia-Falls-Jr-High 4684 189 teacher 6, 21, 11, 10 General Education Teacher Most of us work hard to implement. Slight positive influence Slight positive influence I am mostly satisfied with the amount of PD available. 3 - mostly effective Mostly reasonable. About 90 minutes Strong Strong I'm not sure. My school provides some protected time about once per semester for my colleagues and I to collaborate. Yes Yes I have most of the resources I need. Some experience Some experience Some experience Some experience Sufficient Yes
Teacher FiveA Sunflower-Middle-School 4682 181 teacher 6, 19, 11, 10 Other Almost no one works to implement. Neutral influence Slight positive influence There is exactly the right amount of PD available. 1 - mostly ineffective Unreasonable. About 30 minutes Average Strong Yes Significant positive influence It depends. It depends. My coach provides few of these. Is a priority that is rarely compromised. My school provides some protected time about once per month for my colleagues and I to collaborate. Maybe Maybe I always have the resources I need. Some experience Some experience Extensive experience Some experience Sufficient No test comment
Test Teacher Test School District A 4680 3 teacher 6, 14, 11, 10 General Education Teacher Everyone works very hard to implement. Significant positive influence Significant positive influence There is exactly the right amount of PD available. 4 - highly effective Reasonable. About 120 minutes Very strong Very strong Yes Significant positive influence Yes Yes My coach provides all of these. Is a priority that is rarely compromised. My school provides protected time every day for my colleagues and I to collaborate. Yes Yes I always have the resources I need. Extensive experience Extensive experience Extensive experience Extensive experience Sufficient Yes
Amy Webb Lemon-Bay-High-School 4660 194 administration_user Administrator Most of us work hard to implement. 3 - mostly effective Average Yes Includes a clear focus for PD, a vision for implementation, and coaching. Yes Yes It depends. My coach provides some of these. Is prioritized equally to many other priorities. Our school provides some protected time every week for colleagues collaborate. Yes We have funds to purchase most of the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes None at this time.
Sean Strickland Lemon-Bay-High-School 4658 192 coach General Education Teacher, Instructional Coach (e.g., literacy coach, may also have additional duties) Most of us work hard to implement. 4 - highly effective Average Yes Includes a clear focus for PD, a vision for implementation, and coaching. Yes Yes Yes My coach provides all of these. Is a priority that is rarely compromised. Our school provides some protected time every week for colleagues collaborate. Yes We have funds to purchase all the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes
Robert Murphy Lemon-Bay-High-School 4656 191 administration_user Administrator Most of us work hard to implement. 3 - mostly effective Average Yes Includes a clear focus for PD, a vision for implementation, and coaching. Yes Yes Yes My coach provides all of these. Is prioritized equally to many other priorities. Our school provides some protected time every week for colleagues collaborate. Yes We have funds to purchase most of the resources we need. Some experience Some experience Some experience Some experience Sufficient Yes
Kami Heinz Columbia-Falls-Jr-High 4545 2 administrator General Education Teacher, Instructional Coach (e.g., literacy coach, may also have additional duties) About half of us work hard to implement. Slight positive influence I am mostly dissatisfied with the amount of PD available. 3 - mostly effective Reasonable. Less than 30 minutes Very strong Very strong Yes 75-89 percent of the time Includes a broad focus for PD. No Our school provides some protected time about once per month for colleagues collaborate. Yes Yes We have funds to purchase most of the resources we need. Extensive experience Extensive experience Extensive experience Some experience Somewhat sufficient Yes I am acting as an instructional coach for this experience. Our school does not employeed or have instructional coaches; we do have a mentoring program for teachers in years 1 and 2.
Coach One Test School District A, Test School District B, Sunflower-Middle-School, Meadowlark-School 4498 160 administrator General Education Teacher About half of us work hard to implement. Slight negative influence I do not have access to enough PD. 2 - neither effective nor ineffective Sometimes reasonable and sometimes unreasonable. About 90 minutes Very limited Limited No 25-49 percent of the time Does not exist. Yes Neutral influence It depends. No My coach provides few of these. Is not a priority and we usually do not do it. Our school provides some protected time every week for colleagues collaborate. No Maybe We rarely have funds to purchase the resources we need. Some experience No experience Extensive experience Some experience Sufficient Maybe Test Comment
Coach Five Sunflower-Middle-School 3784 180 coach 8, 19, 11, 10 Other 2 Yes 2 3 3 2 Yes Since I am not an employee in the district, my responses were guesses based on observations I've had in other middle schools. As I read through the questions in the Professional Development section, I wasn't sure how to interpret the term "peer coaching." It seems a broad term. Question 11-C refers to "engaging in conversations or planning." Then, Question 11-E refers to "engaging in peer coaching conversations with colleagues." If I give advice to a colleague about a lesson or share an idea regarding discipline, am I peer coaching? Are discussions in PLCs considered peer coaching conversations? Or does the term refer to something more organized and formal (possibly where peer coaches are assigned to partners)? I'm guessing it does, but I'm not sure I am interpreting this correctly. In the instructional practices section, Question 27 about reasonable class length to deliver consistent instruction on the focus of this professional learning is hard to answer without first thinking about how the focus of this professional learning intertwines with the current writing instruction that is taking place in the classroom (if it does). OR will current instruction have to change drastically in order to include the new practices that are learned. Would it be beneficial to ask about current writing practices and time that is currently spent on writing instruction?
Coach Four Sunflower-Middle-School 3781 175 coach 8, 19, 11, 10 Other 2 Yes 2 3 3 2 Yes Since I am not an employee in the district, my responses were guesses based on observations I've had in other middle schools. As I read through the questions in the Professional Development section, I wasn't sure how to interpret the term "peer coaching." It seems a broad term. Question 11-C refers to "engaging in conversations or planning." Then, Question 11-E refers to "engaging in peer coaching conversations with colleagues." If I give advice to a colleague about a lesson or share an idea regarding discipline, am I peer coaching? Are discussions in PLCs considered peer coaching conversations? Or does the term refer to something more organized and formal (possibly where peer coaches are assigned to partners)? I'm guessing it does, but I'm not sure I am interpreting this correctly. In the instructional practices section, Question 27 about reasonable class length to deliver consistent instruction on the focus of this professional learning is hard to answer without first thinking about how the focus of this professional learning intertwines with the current writing instruction that is taking place in the classroom (if it does). OR will current instruction have to change drastically in order to include the new practices that are learned. Would it be beneficial to ask about current writing practices and time that is currently spent on writing instruction?
Coach Three Sunflower-Middle-School 3777 170 coach 8, 19, 11, 10 Other 2 Yes 2 3 3 2 Yes Since I am not an employee in the district, my responses were guesses based on observations I've had in other middle schools. As I read through the questions in the Professional Development section, I wasn't sure how to interpret the term "peer coaching." It seems a broad term. Question 11-C refers to "engaging in conversations or planning." Then, Question 11-E refers to "engaging in peer coaching conversations with colleagues." If I give advice to a colleague about a lesson or share an idea regarding discipline, am I peer coaching? Are discussions in PLCs considered peer coaching conversations? Or does the term refer to something more organized and formal (possibly where peer coaches are assigned to partners)? I'm guessing it does, but I'm not sure I am interpreting this correctly. In the instructional practices section, Question 27 about reasonable class length to deliver consistent instruction on the focus of this professional learning is hard to answer without first thinking about how the focus of this professional learning intertwines with the current writing instruction that is taking place in the classroom (if it does). OR will current instruction have to change drastically in order to include the new practices that are learned. Would it be beneficial to ask about current writing practices and time that is currently spent on writing instruction?
Coach Two Pleasant-Valley-District-62 3774 165 coach 8, 19, 11, 10 Instructional Coach (e.g., literacy coach, may also have additional duties) 3 Yes 3 3 3 3 Yes Q2: What is the current general focus of professional learning?: Does this mean School or District Wide in general? Q3: About how often does your implementation team meet?: What do you mean by "Implementation Team"? Q12: Do teachers have access to an instructional coach?: So, I answered yes here because in our district we have literacy coaches available for grades K-5 but not at Middle School. At middle school we do have "Instructional Tech Coaches" at each building but the primary focus of their coaching is usually around tech. I am an instructional coach who works primarily with Intervention or SpEd teachers in grades K-8 however, I do work with gen ed teachers at MS in regards to Co-Teaching. Q15: Each instructional coach works with approximately _____ teachers at once.: Does this question refer to how many teachers that a coach may currently be working with over the course of the year? Q28: I anticipate this professional learning is aligned with classroom goals: What "professional learning" is this question referring to? APLM/WRITE or something else more general?
Coach One Test School District A, Test School District B, Sunflower-Middle-School, Meadowlark-School 3770 160 coach 8, 19, 11, 10 Instructional Coach (e.g., literacy coach, may also have additional duties) 3 Yes 3 3 3 3 Yes Q2: What is the current general focus of professional learning?: Does this mean School or District Wide in general? Q3: About how often does your implementation team meet?: What do you mean by "Implementation Team"? Q12: Do teachers have access to an instructional coach?: So, I answered yes here because in our district we have literacy coaches available for grades K-5 but not at Middle School. At middle school we do have "Instructional Tech Coaches" at each building but the primary focus of their coaching is usually around tech. I am an instructional coach who works primarily with Intervention or SpEd teachers in grades K-8 however, I do work with gen ed teachers at MS in regards to Co-Teaching. Q15: Each instructional coach works with approximately _____ teachers at once.: Does this question refer to how many teachers that a coach may currently be working with over the course of the year? Q28: I anticipate this professional learning is aligned with classroom goals: What "professional learning" is this question referring to? APLM/WRITE or something else more general?
Teacher FiveA Sunflower-Middle-School 3767 181 teacher 6, 19, 11, 10 Other 1 Unsure 3 3 3 2 Unsure I believe this professional learning will benefit my kids. However, every year, what I teach varies so I'm not sure a writing focus will benefit my non-writing classes. In terms of coaching, we have someone we can consult. I feel that it is a difficult job to get to everyone because one person is responsible for 5 elementary schools and 2 middle schools. Communication is limited from the higher ups-mostly and "don't ask why, just do it" philosophy (not our coach, the higher ups) which is very different from when I started here years ago. We used to be valued for our input and asked our input. Now we are just talked at and given no opportunity to question anything or ask for clarification.
Teacher OneC Sunflower-Middle-School 3763 163 teacher 6, 19, 11, 10 Other 1 Unsure 3 3 3 2 Unsure I believe this professional learning will benefit my kids. However, every year, what I teach varies so I'm not sure a writing focus will benefit my non-writing classes. In terms of coaching, we have someone we can consult. I feel that it is a difficult job to get to everyone because one person is responsible for 5 elementary schools and 2 middle schools. Communication is limited from the higher ups-mostly and "don't ask why, just do it" philosophy (not our coach, the higher ups) which is very different from when I started here years ago. We used to be valued for our input and asked our input. Now we are just talked at and given no opportunity to question anything or ask for clarification.
Admin Four Sunflower-Middle-School 3760 174 administration_user 7, 19, 11, 10 Building Administrator 3 Yes 2 3 3 3 No q4: move to 4 point response (none, minimal, somewhat, heavily) q9: remove the "neither effective or ineffective" question and have 4 choices, the "neither this nor that" option probably won't yield usable data q10: confusing, not sure what the question is asking for q11: add an "unsure" option q13: could consider removing the "blended" option and removing the "(only)" levels from virtually and face-to-face. That way, respondents can just select on or both of virtual and face to face. On my initial answer, I clicked all options not initially realizing two options were for "only virtual", which could lead to a lot of manual data clean up on your end. q15: add "unsure" option q29: wondering if you would somehow be able to expand this to discuss the different areas of writing, reading, and math. For example, in our school, teachers have lots of available data for math and ela, but virtually none for writing. A great survey overall! Thanks a lot for allowing us to contribute.
Admin Three Sunflower-Middle-School 3757 169 administration_user 7, 19, 11, 10 Building Administrator 3 Yes 2 2 2 2 Yes
Admin Two Sunflower-Middle-School 3754 164 administration_user 7, 19, 11, 10 Building Administrator 3 Yes 2 2 2 2 Yes
Teacher FiveC Sunflower-Middle-School 3740 183 teacher 6, 19, 11, 10 Special Education Teacher 1 Yes 2 2 2 2 Yes
Teacher FiveB Sunflower-Middle-School 3736 182 teacher 6, 19, 11, 10 Classroom Teacher (General Education) 3 Yes 3 3 2 2 Yes If you could explain what you mean by instructional coaching, or give examples of what that would look like in a setting, that would be very useful/helpful to answering the question more effectively. Also, "E. Teachers participating in peer coaching" is this the same as instructional coaching? What do you mean by "job-embedded?" "The number of initiatives I am responsible for" was a bit confusing - again, if you could provide examples so teachers know what you are referring to, the data might be more accurate for your overall purposes.
Admin Five Sunflower-Middle-School 3732 179 administration_user 7, 19, 11, 10 Building Administrator 3 Yes 2 3 3 3 No q4: move to 4 point response (none, minimal, somewhat, heavily) q9: remove the "neither effective or ineffective" question and have 4 choices, the "neither this nor that" option probably won't yield usable data q10: confusing, not sure what the question is asking for q11: add an "unsure" option q13: could consider removing the "blended" option and removing the "(only)" levels from virtually and face-to-face. That way, respondents can just select on or both of virtual and face to face. On my initial answer, I clicked all options not initially realizing two options were for "only virtual", which could lead to a lot of manual data clean up on your end. q15: add "unsure" option q29: wondering if you would somehow be able to expand this to discuss the different areas of writing, reading, and math. For example, in our school, teachers have lots of available data for math and ela, but virtually none for writing. A great survey overall! Thanks a lot for allowing us to contribute.
Teacher FourC Sunflower-Middle-School 3728 178 teacher 6, 19, 11, 10 Special Education Teacher 2 Yes 1 2 2 2 Yes I like the idea of instructional coaches. We have a technology coach, but I think there are many opportunities for other instructional coaches to be beneficial. I also like the idea of peer coaches. Especially as a special education teacher, there are so many tricks and tips that could be shared around among peers. There is a teacher that has a break in the classroom I teach in. She often times has a suggestion for me that is helpful. Sometimes it is have them sit in opposite corners of the room, or have them work together on a break out room. These are things that only come from experience. Some of my answers may differ from my peers at this school. This is likely due to the fact that I am a new teacher and just don't know what the district has to offer in terms of plans, teams or PD's.
Teacher FourB Sunflower-Middle-School 3724 177 teacher 6, 19, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Teacher FourA Sunflower-Middle-School 3720 176 teacher 6, 19, 11, 10 Classroom Teacher (General Education) 3 Yes 2 2 2 2 Yes How would you like department chairpeople to respond in the demographics section? In the professional development section, are these questions based on teachers' experiences or teachers' beliefs? They may not match up.
Teacher ThreeC Sunflower-Middle-School 3714 173 teacher 6, 19, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Teacher ThreeB Sunflower-Middle-School 3710 172 teacher 6, 19, 11, 10 Classroom Teacher (General Education) 4 Yes 2 3 3 2 Yes
Teacher ThreeA Sunflower-Middle-School 3706 171 teacher 6, 19, 11, 10 Special Education Teacher 1 Yes 3 3 3 3 Yes
Teacher TwoC Sunflower-Middle-School 3702 168 teacher 6, 19, 11, 10 Classroom Teacher (General Education) 3 Yes 2 2 2 2 Yes I wasn't sure if the webinar section was specific to viewing only or participation in virtual meetings that require audience participation. I responded to the instructional coach in the terms of our district instructional technology coach. I know different districts have different terminology, but I responded in the terms of what I was familiar with in regards to our instructional technology coach. In regards to the initiatives outside of my regular work, I selected 0. I did not include the previous committees I was a part of (grammar, vocabulary, inquiry-based, etc.) because these were not completed due to the pandemic and I do not know if they will be resurrected.
Teacher TwoB Sunflower-Middle-School 3698 167 teacher 6, 19, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes Q3 - I was confused about what the implementation team was. Is this the group of people from Emerson that signed up to participate in this study? Q10 - I was not sure how to answer this question. I would need a specific definition of the word "initiative." Q11A - In a previous district, PLCs were a very specific group I met with. I applied a looser definition when thinking about Emerson since we don't call any of our teams PLCs. I think a definition would be helpful. Q21 - What is "techniques" supposed to mean in this question? I based my answer on the additional information in the subscript.
Teacher TwoA Sunflower-Middle-School 3694 166 teacher 6, 19, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Admin One Sunflower-Middle-School, Meadowlark-School 3690 159 administration_user 7, 19, 11, 10 Building Administrator 3 Yes 2 2 2 2 Yes
Teacher OneB Sunflower-Middle-School 3685 162 teacher 6, 19, 11, 10 Special Education Teacher 2 Yes 3 3 3 3 Yes I was confused on the definition of an implementation team.
Teacher OneA Sunflower-Middle-School 3676 161 teacher 6, 19, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes For Q4: To what extent do the following forms of professional learning positively influence classroom instruction?: Is this in relation to my specific job role as an intervention teacher/case manager or as an educator in the district? For Q10: The number of initiatives I am responsible for implementing and attending to in my regular work is approximately...: This confused me. Are the number of initiatives solely academic? What defines an initiative?
Second Teacher Test School District B 2312 13 teacher 6, 15, 11, 10 Classroom Teacher (General Education) 0 Yes 0 0 0 0 Yes test 2
Second Teacher Test School District B 2309 13 teacher 6, 15, 11, 10 Other 0 Yes 0 0 0 0 Yes test
Tina Gomez Emerson-Middle-School_Niles-Illinois_District-64 2084 50 teacher 6, 16, 11, 10 Other 1 Unsure 3 3 3 2 Unsure I believe this professional learning will benefit my kids. However, every year, what I teach varies so I'm not sure a writing focus will benefit my non-writing classes. In terms of coaching, we have someone we can consult. I feel that it is a difficult job to get to everyone because one person is responsible for 5 elementary schools and 2 middle schools. Communication is limited from the higher ups-mostly and "don't ask why, just do it" philosophy (not our coach, the higher ups) which is very different from when I started here years ago. We used to be valued for our input and asked our input. Now we are just talked at and given no opportunity to question anything or ask for clarification.
Kathleen Pancini Lincoln-Middle-School_Niles-Illinois_District-64 2082 47 teacher 6, 17, 11, 10 Special Education Teacher 1 Yes 2 2 2 2 Yes
Kellie Shutter Emerson-Middle-School_Niles-Illinois_District-64 2080 49 teacher 6, 16, 11, 10 Classroom Teacher (General Education) 3 Yes 3 3 2 2 Yes If you could explain what you mean by instructional coaching, or give examples of what that would look like in a setting, that would be very useful/helpful to answering the question more effectively. Also, "E. Teachers participating in peer coaching" is this the same as instructional coaching? What do you mean by "job-embedded?" "The number of initiatives I am responsible for" was a bit confusing - again, if you could provide examples so teachers know what you are referring to, the data might be more accurate for your overall purposes.
Colin Baer Emerson-Middle-School_Niles-Illinois_District-64 2078 48 administration_user 7, 16, 11, 10 Building Administrator 3 Yes 2 3 3 3 No q4: move to 4 point response (none, minimal, somewhat, heavily) q9: remove the "neither effective or ineffective" question and have 4 choices, the "neither this nor that" option probably won't yield usable data q10: confusing, not sure what the question is asking for q11: add an "unsure" option q13: could consider removing the "blended" option and removing the "(only)" levels from virtually and face-to-face. That way, respondents can just select on or both of virtual and face to face. On my initial answer, I clicked all options not initially realizing two options were for "only virtual", which could lead to a lot of manual data clean up on your end. q15: add "unsure" option q29: wondering if you would somehow be able to expand this to discuss the different areas of writing, reading, and math. For example, in our school, teachers have lots of available data for math and ela, but virtually none for writing. A great survey overall! Thanks a lot for allowing us to contribute.
Keri Travis Lincoln-Middle-School_Niles-Illinois_District-64 2075 38 teacher 6, 17, 11, 10 Special Education Teacher 2 Yes 1 2 2 2 Yes I like the idea of instructional coaches. We have a technology coach, but I think there are many opportunities for other instructional coaches to be beneficial. I also like the idea of peer coaches. Especially as a special education teacher, there are so many tricks and tips that could be shared around among peers. There is a teacher that has a break in the classroom I teach in. She often times has a suggestion for me that is helpful. Sometimes it is have them sit in opposite corners of the room, or have them work together on a break out room. These are things that only come from experience. Some of my answers may differ from my peers at this school. This is likely due to the fact that I am a new teacher and just don't know what the district has to offer in terms of plans, teams or PD's.
Lisa Anderson Emerson-Middle-School_Niles-Illinois_District-64 2073 46 teacher 6, 16, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Lindsey Harrington Emerson-Middle-School_Niles-Illinois_District-64 2071 45 teacher 6, 16, 11, 10 Classroom Teacher (General Education) 3 Yes 2 2 2 2 Yes How would you like department chairpeople to respond in the demographics section? In the professional development section, are these questions based on teachers' experiences or teachers' beliefs? They may not match up.
Jill Hecker Lincoln-Middle-School_Niles-Illinois_District-64 2067 44 teacher 6, 17, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Julie Benigno Lincoln-Middle-School_Niles-Illinois_District-64 2065 43 teacher 6, 17, 11, 10 Classroom Teacher (General Education) 4 Yes 2 3 3 2 Yes
Tricia Len Emerson-Middle-School_Niles-Illinois_District-64 2061 42 teacher 6, 16, 11, 10 Special Education Teacher 1 Yes 3 3 3 3 Yes
Caterina Santelli Lincoln-Middle-School_Niles-Illinois_District-64 2059 41 teacher 6, 17, 11, 10 Classroom Teacher (General Education) 3 Yes 2 2 2 2 Yes I wasn't sure if the webinar section was specific to viewing only or participation in virtual meetings that require audience participation. I responded to the instructional coach in the terms of our district instructional technology coach. I know different districts have different terminology, but I responded in the terms of what I was familiar with in regards to our instructional technology coach. In regards to the initiatives outside of my regular work, I selected 0. I did not include the previous committees I was a part of (grammar, vocabulary, inquiry-based, etc.) because these were not completed due to the pandemic and I do not know if they will be resurrected.
Rebecca Bard Emerson-Middle-School_Niles-Illinois_District-64 2010 40 teacher 6, 16, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes Q3 - I was confused about what the implementation team was. Is this the group of people from Emerson that signed up to participate in this study? Q10 - I was not sure how to answer this question. I would need a specific definition of the word "initiative." Q11A - In a previous district, PLCs were a very specific group I met with. I applied a looser definition when thinking about Emerson since we don't call any of our teams PLCs. I think a definition would be helpful. Q21 - What is "techniques" supposed to mean in this question? I based my answer on the additional information in the subscript.
Pamela Leitzell Lincoln-Middle-School_Niles-Illinois_District-64 1902 39 coach 8, 17, 11, 10 Other 2 Yes 2 3 3 2 Yes Since I am not an employee in the district, my responses were guesses based on observations I've had in other middle schools. As I read through the questions in the Professional Development section, I wasn't sure how to interpret the term "peer coaching." It seems a broad term. Question 11-C refers to "engaging in conversations or planning." Then, Question 11-E refers to "engaging in peer coaching conversations with colleagues." If I give advice to a colleague about a lesson or share an idea regarding discipline, am I peer coaching? Are discussions in PLCs considered peer coaching conversations? Or does the term refer to something more organized and formal (possibly where peer coaches are assigned to partners)? I'm guessing it does, but I'm not sure I am interpreting this correctly. In the instructional practices section, Question 27 about reasonable class length to deliver consistent instruction on the focus of this professional learning is hard to answer without first thinking about how the focus of this professional learning intertwines with the current writing instruction that is taking place in the classroom (if it does). OR will current instruction have to change drastically in order to include the new practices that are learned. Would it be beneficial to ask about current writing practices and time that is currently spent on writing instruction?
Miranda Conley Lincoln-Middle-School_Niles-Illinois_District-64 1900 35 teacher 6, 17, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes
Kara Forrest Emerson-Middle-School_Niles-Illinois_District-64 1896 37 coach 8, 16, 11, 10 Instructional Coach (e.g., literacy coach, may also have additional duties) 3 Yes 3 3 3 3 Yes Q2: What is the current general focus of professional learning?: Does this mean School or District Wide in general? Q3: About how often does your implementation team meet?: What do you mean by "Implementation Team"? Q12: Do teachers have access to an instructional coach?: So, I answered yes here because in our district we have literacy coaches available for grades K-5 but not at Middle School. At middle school we do have "Instructional Tech Coaches" at each building but the primary focus of their coaching is usually around tech. I am an instructional coach who works primarily with Intervention or SpEd teachers in grades K-8 however, I do work with gen ed teachers at MS in regards to Co-Teaching. Q15: Each instructional coach works with approximately _____ teachers at once.: Does this question refer to how many teachers that a coach may currently be working with over the course of the year? Q28: I anticipate this professional learning is aligned with classroom goals: What "professional learning" is this question referring to? APLM/WRITE or something else more general?
Toni Binz Lincoln-Middle-School_Niles-Illinois_District-64 1894 36 administration_user 7, 17, 11, 10 Building Administrator 3 Yes 2 2 2 2 Yes
Cathleen McCarthy Emerson-Middle-School_Niles-Illinois_District-64 1890 34 teacher 6, 16, 11, 10 Special Education Teacher 2 Yes 3 3 3 3 Yes I was confused on the definition of an implementation team.
Jennifer Napier Lincoln-Middle-School_Niles-Illinois_District-64 1888 33 teacher 6, 17, 11, 10 Special Education Teacher 3 Yes 3 3 3 3 Yes For Q4: To what extent do the following forms of professional learning positively influence classroom instruction?: Is this in relation to my specific job role as an intervention teacher/case manager or as an educator in the district? For Q10: The number of initiatives I am responsible for implementing and attending to in my regular work is approximately...: This confused me. Are the number of initiatives solely academic? What defines an initiative?
Scott Stewart No Group 1530 1 administrator 1, 11, 10 Classroom Teacher (General Education) 0 Unsure 1 1 2 0 No a comment.
Test Teacher Test School District A 1521 3 teacher 6, 14, 11, 10 Building Administrator 0 No 0 0 0 0 No This is just a test comment.
Test Teacher Test School District A 1519 3 {"3":"teacher"} 6, 14, 11, 10 Classroom Teacher (General Education) 3 Unsure 2 2 2 2 Unsure
Test Teacher Test School District A 1517 3 {"3":"teacher"} 6, 14, 11, 10 Special Education Teacher 4 Yes 3 3 3 3 Yes
Test Administrator Test School District A, Test School District B 1503 4 administration_user 7, 14, 11, 10 Building Administrator 1 Yes 1 3 1 3 Yes
Test Administrator Test School District A, Test School District B 1496 4 administration_user 7, 14, 11, 10 Classroom Teacher (General Education), Special Education Teacher, Instructional Coach (e.g., literacy coach, may also have additional duties), Building Administrator, Other 4 Yes 3 2 1 0 Unsure
Test Administrator Test School District A, Test School District B 1494 4 administration_user Instructional Coach (e.g., literacy coach, may also have additional duties) 3 Yes 1 2 0 3 No
Test Teacher Test School District A 1492 3 {"3":"teacher"} Building Administrator, Other 2 Unsure 2 1 0 1 No
Test Teacher Test School District A 1490 3 {"3":"teacher"} Classroom Teacher (General Education) 0 Unsure 0 1 2 3 No
Test Administrator Test School District A, Test School District B 1488 4 administration_user Building Administrator, Other 0 Unsure 1 2 2 0 Unsure
Test Administrator Test School District A, Test School District B 1486 4 administration_user Building Administrator 3 Yes 2 0 1 1 Yes
Test Administrator Test School District A, Test School District B 1467 4 administration_user Instructional Coach (e.g., literacy coach, may also have additional duties) 3 Yes 3 2 3 3 Yes
Test Teacher Test School District A 1465 3 {"3":"teacher"} Classroom Teacher (General Education) 2 Unsure 1 2 2 2 Yes
Second Teacher Test School District B 1349 13 teacher Classroom Teacher (General Education) 1 No 1 1 3 2 Yes
Scott Stewart No Group 1303 2 administrator 0 Yes 0 0 0 0 Yes
Test Teacher Test School District A 1110 3 {"3":"teacher"} English Language Arts Teacher
Test Teacher Test School District A 1060 3 {"3":"teacher"} Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Teacher Test School District A 1056 2 administrator Special Education Teacher
Test Teacher Test School District A 1054 2 administrator Special Education Teacher
Test Teacher Test School District A 1052 2 administrator English Language Arts Teacher
Test Teacher Test School District A 474 2 administrator School Board Memeber
Test Administrator Test School District A, Test School District B 472 4 administration_user Building Administrator (principal, assistant principal)
Test Administrator Test School District A, Test School District B 470 4 administration_user Building Administrator (principal, assistant principal)
Test Administrator Test School District A, Test School District B 468 4 administration_user Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Administrator Test School District A, Test School District B 466 4 administration_user Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Teacher Test School District A 464 3 {"3":"teacher"} English Language Arts Teacher
Test Teacher Test School District A 462 3 {"3":"teacher"} English Language Arts Teacher
Test Teacher Test School District A 460 3 {"3":"teacher"} Special Education Teacher
Test Teacher Test School District A 458 3 {"3":"teacher"} Special Education Teacher
Test Teacher Test School District A 456 3 {"3":"teacher"} English Language Arts Teacher
Test Teacher Test School District A 454 3 {"3":"teacher"} English Language Arts Teacher
Test Coach Test School District A, Test School District B 224 5 coach Instructional Coach (e.g., literacy coach; may also have additional responsibilities), Building Administrator (principal, assistant principal)
Test Coach Test School District A, Test School District B 207 5 coach Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Teacher Test School District A 206 3 {"3":"teacher"} Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Teacher Test School District A 205 3 {"3":"teacher"} Instructional Coach (e.g., literacy coach; may also have additional responsibilities)
Test Administrator Test School District A, Test School District B 203 4 administration_user Special Education Teacher
Test Teacher Test School District A 202 2 administrator English Language Arts Teacher