Pre-K Center at Bishop Ford School Site

q1. How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?

q2. How many teachers at this school…are actively trying to improve their teaching?

q3. How many teachers at this school…take responsibility for improving the school?

q4. How many teachers at this school…are eager to try new ideas?

q5. How many teachers at this school…feel responsible that all students learn?

q6. I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.

q7. I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.

q8. I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.

q9. I am able to…ensure instruction represents multiple races and ethnicities.

q10. I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.

q11. I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).

q12. I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.

q13. I am able to...develop appropriate Individualized Education Programs for my students with disabilities.

q14. I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.

q15. I am able to...distinguish linguistic/cultural differences from learning difficulties.

q16. I am able to…teach students skills about financial literacy, including earning, saving and spending.

q21. I usually look forward to each working day at this school.

q22. I would recommend this school to parents/guardians seeking a place for their child.

q23. I would recommend this school to other teachers as a place to work.

q24. Teachers in this school trust each other.

q25. It's OK in this school to discuss feelings, worries, and frustrations with other teachers.

q26. I feel respected by other teachers at this school.

q27. I have conversations about race and racism at my school that help me examine my own beliefs around identity.

q28. I feel respected by the principal/program leader at this school.

q29. The principal/program leader at this school is an effective manager who makes the school run smoothly.

q30. The principal/program leader has confidence in the expertise of the teachers at this school.

q31. I trust the principal/program leader at their word (to do what they say that they will do).

q32. The principal/program leader looks out for the personal welfare of the staff members.

q33. The principal/program leader places the needs of children ahead of personal interests.

q34. The principal and assistant principals function as a cohesive unit.

q35. In this school, the staff believes that all students can learn, including Multilingual Learners/English language learners (MLs/ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.

q36. I feel respected by assistant principals at this school.

q37. At this school, students with disabilities are included in all school activities.

q38. This school educates students with disabilities in the least restrictive environment appropriate.

q39. At this school, there is a positive school culture where students feel respected and listened to.

q41. This school is kept in good physical condition.

q42. Physical repairs to the school building are completed in a timely manner.

q43. School Safety Agents promote a safe and respectful environment at this school.

q44. This school has well-defined learning expectations for all students.

q45. School staff treat students of different genders, gender identities and expressions and sexual orientations equally.

q46. School staff treat students of different races, cultures, or backgrounds equally.

q47. At this school students harass, bully, or intimidate other students.

q48. I use technology as a part of my lesson.

q49. At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.

q50. At this school…teachers design instructional programs (e.g. lessons, units) together.

q51. At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.

q52. At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.

q53. At this school…once we start a new program, we follow up to make sure that it’s working.

q54. At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.

q55. At this school…teachers understand families' challenges and concerns.

q56. At this school…teachers work closely with families to meet students' needs.

q57. At this school…staff regularly communicate with families about how they can help students learn.

q58. At this school…school staff value families' race, ethnicity, culture, family structure, and background.

q59. At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.

q60. Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.

q61. Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.

q62. Overall, my professional development experiences this year have...directly related to my students’ needs.

q63. The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.

q64. The principal/program leader at this school...understands how children learn.

q65. The principal/program leader at this school...sets high standards for student learning.

q66. The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.

q67. The principal/assistant principal(s) at this school…carefully tracks student academic progress.

q68. The principal/assistant principal(s) at this school…knows what’s going on in my classes.

q69. The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.

q70. The principal/school leader at this school...participates in instructional planning with teams of teachers.

q71. How much influence do teachers have over school policy in...hiring new professional personnel?

q73. How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?

q74. How much influence do teachers have over school policy in...setting standards for student behavior?

q78. In planning my most recent learning experiences for my class, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood]

q79. In planning my most recent learning experiences for my class, I had the resources and tools I needed to…develop and facilitate intentional learning experiences grounded in the developmentally appropriate practices and play-based learning experiences emphasized in New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood]

q80. In planning my most recent learning experiences for my class, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood]

q108. How many students in your classes…build on each other’s ideas during class discussions?

q109. How many students in your classes…use data or text references to support their ideas?

q110. How many students in your classes…show that they respect each other’s ideas?

q111. How many students in your classes…provide constructive feedback to their peers/teachers?

q112. How many students in your classes…participate in class discussions at some point?

q113. How many students in your classes…listen carefully when the teacher gives directions?

q114. How many students in your classes…follow the rules in class?

q115. How many students in your classes…respond to challenging questions in class?

q116. How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?

q117. How many adults at this school…tell their students they believe they can achieve high academic standards?

q118. How many adults at this school…teach students how to advocate for themselves?

q119. How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?

q120. How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?

q122. It is a priority at this school/program that we establish, model, and reinforce expectations for respectful and trusting relationships among children, families, and all staff. [Early childhood]

q123. It is a priority at this school/program that staff help families support their child’s transition to the next age-group. [Early childhood]

q124. It is a priority at this school/program that staff provide families with information about the annual application/enrollment process. [Early childhood]

q125. At this school/program, teachers let families know that they can make a difference in their child's learning and development. [Early childhood]

q126. At the beginning of the school year, teachers support children in adjusting to this school/program. [Early childhood]

q127. At this school/program, teachers incorporate feedback from families into supporting children in the program. [Early childhood]

q128. Behavioral supports are applied equitably to children in my school/program. [Early childhood]

q141. Conflicts are resolved fairly in my school.

Pre-K Center at Bishop Ford School Site · Survey Questions

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