Teacher Working Conditions Survey

The candidate will lead a team of professional educators in an analysis of the elements of the

Teacher Working Conditions Survey (TWCS) and/or other data that are used by the School

Improvement Team to draft, monitor, and revise the School Improvement Plan. The candidate

will create a visual display that identifies data sources and clearly identifies findings from each

source. The Teacher Working Conditions Survey Analysis Project will include the visual display

outlined above, a reflection on the usefulness of the display related to student achievement and

school goal attainment, and a class presentation complete with a note-taking guide.

TWS: Time Results Near District and State Averages

Class sizes are reasonable such that teachers have the time available to meet the needs of all students.

State: 60.2% District: 76.6% School: 63.3%

Areas in Need of Improvements

Teachers have time available to collaborate with colleagues.

State: 73.1% District: 56.6% School: 36.7%

Teachers are allowed to focus on educating students with minimal interruptions.

State: 67.2% District: 68.8% School: 58.6%

The non-instructional time provided for teachers in my school is sufficient.

State: 62.8% District: 59.9% School: 40.0%

Efforts are made to minimize the amount of routine paperwork teachers are required to do.

State: 57.2% District: 51.2% School: 26.7%

Teachers have sufficient instructional time to meet the needs of all students.

State: 66.0% District: 64.5% School: 50.0%

Teachers are protected from duties that interfere with their essential role of educating students.

State: 71.2% District: 67.6% School: 50.0%

School Improvement Goal

Goal: Use grade level shared planning time for

alignment.

TWS: Facility & ResourcesResults Near District and State Averages

Teachers have access to reliable communication technology, including phones, faxes and email.

State: 90.6% District: 94.0% School: 90.0%

The school environment is clean and well maintained.

State: 86.0% District: 84.8% School: 76.7%

Teachers have adequate space to work productively.

State: 88.9% District: 92.4% School: 89.7%

The physical environment of classrooms in this school supports teaching and learning.

State: 88.9% District: 94.8% School: 96.6%

The reliability and speed of Internet connections in this school are sufficient to support instructional practices.

State: 76.1% District: 86.0% School: 96.6%

Areas in Need of Improvements

Teachers have sufficient access to appropriate instructional materials.

State: 73.6% District: 66.0% School: 50.0%

Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc.

State: 81.1% District: 78.5% School: 70.0%

Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

State: 78.7% District: 84.9% School: 51.7%

Teachers have sufficient access to a broad range of professional support personnel.

State: 83.3% District: 82.9% School: 58.6%

School Improvement Goal

Goal 1: Install Smartboards in any remaining K-2 classrooms. (Technology) Grade 4-5 Learn Pads for all students.

Goal 2: Purchase and use Sadlier Common Core Progress English Language Arts and Math

workbooks that align with Read to Achieve standards. Use district pacing resource web site created in summer 2014. A – Z purchased April 2014 for school-wide reading resource. Part-time literacy specialist to target 2nd and 3rd students in Tier 3. Purchase Study Island for all upper grades to reinforce skills in reading and math. Purchase MobyMax for upper grade use.

TWS: Community Support and InvolvementResults Near District and State AveragesParents/guardians are influential decision makers in this school.

State: 72.6% District: 74.8% School:90.0%

This school maintains clear, two-way communication with the community.

State: 89.9% District: 94.8% School: 96.7%

This school does a good job of encouraging parent/guardian involvement.

State: 90.0% District: 92.7% School: 96.7%

Teachers provide parents/guardians with useful information about student learning.

State: 96.0% District: 97.6% School: 96.7%

Parents/guardians know what is going on in this school.

State: 86.5% District: 89.6% School: 96.7%

Parents/guardians support teachers, contributing to their success with students.

State: 72.5% District: 74.5% School: 86.7%

Community members support teachers, contributing to their success with students.

State: 82.5% District: 90.1% School: 93.3%

The community we serve is supportive of this school.

State:84.9% District: 94.4% School: 96.7%

School Improvement Strengths

Strengths: The school has a strong core group of active parent involvement including our parent organization and classroom volunteers. All 27 classrooms have at least one active classroom volunteer. We also are currently partnering with an area college to provide additional student support in the form of mentors. Many classrooms utilize community volunteers as guest classroom readers. Manna Food Bank and local community support for our students in the areas of Backpack Buddies' food program, clothing, and other school-related needs.

TWS: Managing Student ConductResults Near District and State Averages

Students at this school understand expectations for their conduct.

State: 85.1% District: 92.1% School: 93.3%

Students at this school follow rules of conduct.

State: 71.9% District: 87.7% School:93.3%

Policies and procedures about student conduct are clearly understood by the faculty.

State:84.2% District:86.8% School: 86.7%

School administrators consistently enforce rules for student conduct.

State:72.2% District: 79.9%School: 82.1%

School administrators support teachers' efforts to maintain discipline in the classroom.

State: 81.9% District:87.9% School: 82.8%

Teachers consistently enforce rules for student conduct.

State: 80.5% District: 85.2% School: 75.9%

The faculty work in a school environment that is safe.

State: 93.2% District: 98.0% School: 96.7%

School Improvement

Strengths: Behavior expectations are high and show in our survey results and in our lack of acts of crime or violence. We are in our third year of PBIS implementation and expect to enter the module two phase of PBIS implementation this year.

TWS: Teacher LeadershipResults Near District and State Averages

Teachers are recognized as educational experts.

State: 82.0% District: 79.2% School: 83.3%

Teachers are trusted to make sound professional decisions about instruction.

State: 82.9% District: 76.5% School: 80.0%

Teachers are relied upon to make decisions about educational issues.

State: 81.0% District: 76.3% School: 75.9%

Teachers are encouraged to participate in school leadership roles.

State: 92.3% District: 93.1% School: 96.4%

In this school we take steps to solve problems.

State: 82.9% District: 84.5% School: 80.0%

Teachers are effective leaders in this school.

State: 87.5% District: 89.2% School: 93.3%

Members of the school improvement team are elected.

State: 76.1% District: 49.8% School: 86.7%

Areas in Need of Improvements

The faculty has an effective process for making group decisions to solve problems.

State: 77.4% District: 72.9% School: 66.7%

Teachers have an appropriate level of influence on decision making in this school.

State: 69.8% District: 70.7% School: 60.0%

School Improvement Goal

TWS: School LeadershipResults Near District and State Averages

The faculty and staff have a shared vision. State: 84.2% District: 88.3% School: 82.8%

There is an atmosphere of trust and mutual respect in this school.State: 73.1% District: 80.9% School: 79.3%

Teachers feel comfortable raising issues and concerns that are important to them.State: 72.1% District: 77.3% School: 86.7%

Teachers are held to high professional standards for delivering instruction.State: 93.8% District: 91.7% School: 96.7%

The school leadership facilitates using data to improve student learning.State: 94.0% District: 92.3% School: 96.7%Teacher performance is assessed objectively. State: 86.4% District: 87.0% School: 86.7%

The school improvement team provides effective leadership at this school.State: 84.2% District: 80.0% School: 89.7%

The faculty are recognized for accomplishments. State: 85.0% District: 76.3% School: 80.0%

Areas in Need of ImprovementsThe procedures for teacher evaluation are consistent.

State: 84.0% District: 84.8% School: 73.3%

The school leadership consistently supports teachers.

State: 79.6% District: 81.0% School: 69.0%

Teachers receive feedback that can help them improve teaching.

State: 85.4% District: 79.4% School: 73.3%

The use of time in my school

State: 79.6% District: 76.0% School: 66.7%

Professional development

State: 83.4% District: 83.3% School: 76.7%

Instructional practices and support

State: 88.1% District: 88.5% School: 80.0%

New teacher support

State: 83.8% District: 85.6% School: 75.9%

TWS: School LeadershipResults Near District and State Averages

The school leadership makes a sustained effort to address teacher concerns about:

Leadership issues

State: 81.4% District: 84.4% School: 80.0%

Facilities and resources

State: 87.0% District: 87.9% School: 86.7%

Teacher leadership

State: 86.4% District: 89.2% School: 86.7%

Community support and involvement

State: 88.5% District: 90.8% School: 93.3%

Managing student conduct

State: 80.0% District: 85.3% School: 83.3%

Areas in Need of Improvements

The use of time in my school

State: 79.6% District: 76.0% School: 66.7%

Professional development

State: 83.4% District: 83.3% School: 76.7%

Instructional practices and support

State: 88.1% District: 88.5% School: 80.0%

New teacher support

State: 83.8% District: 85.6% School: 75.9%

School Improvement Goal

Goal 1: MClass data from 2013-2-14 confirmed a need to improve phonics instruction in K-2 to support fluency and comprehension growth in grades 3-5. Letterland Program, professional development for program and instruction as well

as fidelity checks.

Goal 1: Focus on common core reading standards for instruction in an effort to improve reading performance in grades 3-5. Provide grade level staff development on Common Core. Arrange Study Island

math webinar training for all classroom teachers

Goal 3: Increase math proficiency in grades 3-5. Schedule Math Foundations training for teachers who have not been provided the

course.

Goal 4: Continued PBIS Behavioral support. Training for staff members who have not received PBIS Behavioral Module 1. Schedule and implement district PBIS Behavioral Module 2 training. Schedule Love & Logic abbreviated training for new teachers and instructional

assistants.

TWS: Professional DevelopmentResults Near District and State Averages

Professional development offerings are data driven.

State: 83.1% District: 77.7% School: 86.2%

Professional development deepens teachers‘ content knowledge.

State: 75.6% District: 75.2% School: 79.3%

Teachers have sufficient training to fully utilize instructional technology.

State: 73.3% District: 74.7% School: 70.0%

Professional development enhances teachers‘ ability to implement instructional strategies that meet diverse student learning needs.

State: 83.3% District: 84.9% School: 76.7%

Professional development enhances teachers‘ abilities to improve student learning.

State: 86.2% District: 88.3% School: 79.3%

Areas in Need of ImprovementsSufficient resources are available for professional development in my school.

State: 78.3% District: 70.0% School: 58.6%

An appropriate amount of time is provided for professional development.

State: 77.2% District: 65.3% School: 56.7%

Professional learning opportunities are aligned with the school’s improvement plan.

State: 90.4% District: 89.4% School: 77.8%

Professional development is differentiated to meet the individual needs of teachers.

State: 66.1% District: 59.3% School: 46.4%

In this school, follow up is provided from professional development.

State: 73.5% District: 66.8% School: %

Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices.

State: 79.1% District: 73.1% School: 56.7%

Professional development is evaluated and results are communicated to teachers.

State: 64.5% District: 52.7% School: 48.3%

Teachers are encouraged to reflect on their own practice.

State: 93.1% District: 91.9% School: 82.8%

School Improvement GoalsGoal 1: MClass data from 2013-2-14 confirmed a need to improve phonics instruction in K-2 to support fluency and comprehension growth in grades 3-5. Letterland Program, professional development for program and instruction as well

as fidelity checks.

Goal 1: Focus on common core reading standards for instruction in an effort to improve reading performance in grades 3-5. Provide grade level staff development on Common Core. Arrange Study Island

math webinar training for all classroom teachers

Goal 3: Increase math proficiency in grades 3-5. Schedule Math Foundations training for teachers who have not been provided the

course.

Goal 4: Continued PBIS Behavioral support. Training for staff members who have not received PBIS Behavioral Module 1. Schedule and implement district PBIS Behavioral Module 2 training. Schedule Love & Logic abbreviated training for new teachers and instructional

assistants.

TWS: Instructional Practices and SupportResults Near District and State Averages

Local assessment data are available in time to impact instructional practices.

State: 79.4% District: 81.7% School: 82.8%

Teachers use assessment data to inform their instruction.

State: 93.0% District: 91.9% School: 100.0%

The curriculum taught in this school is aligned with Common Core Standards.

State: 97.7% District: 98.3% School: 96.4%

Teachers are encouraged to try new things to improve instruction.

State: 92.9% District: 90.8% School: 86.7%

Areas in Need of ImprovementsState assessment data are available in time to impact instructional practices.

State: 51.9% District: 32.5% School: 27.6%Teachers work in professional learning communities to develop and align instructional practices.

State: 91.2% District: 80.0% School: 72.4%

Provided supports (i.e. instructional coaching, professional learning communities, etc.) translate to improvements in instructional practices by teachers.

State: 86.6% District: 79.7% School: 65.5%

Teachers are assigned classes that maximize their likelihood of success with students.

State: 69.2% District: 66.1% School: 57.7%

Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy).

State: 79.9% District: 77.2% School: 53.3%

State assessments provide schools with data that can help improve teaching.

State: 64.5% District: 45.8% School: 44.8%

State assessments accurately gauge students’ understanding of standards.

State: 44.5% District: 27.0% School: 21.4%

School Improvement Goal

TWS: Overall

Overall, my school is a good place to work and learn.State: 85.1% District: 88.9% School: 83.3%

At this school, we utilize the results from the 2012 North Carolina Teacher Working Conditions Survey as a tool

for school improvement.State: 81.2% District: 84.6% School: 78.6%

School Improvement Goal