ESI School Assessment Toolkit by Ahmed Zaki

Index

Page Introduction ........................................................................... 3 School Profile • School data ........................................................... 5 • School statistics ....................................................... 6 Mission, Vision, and Expectations .......................................... 10 Collective Survey • Leaders survey ........................................................ • Innovative teaching practices survey ....................... • Teacher survey #1 .................................................... • Teacher survey #2 .................................................... • Student survey ....................................................... • Parent survey ......................................................... • Community Survey ..................................................

13 18 22 24 27 29 31

Observation Checklist • School observation checklist .................................. 33 • Classroom observation ............................................ 37 Interview/ Meeting • Teacher / Administration interview form................. 40 • Meeting report ........................................................ 41

School Assessment Toolkit :: ESI :: Page 2

Introduction This support document is designed to assist educational institutions in assessing, planning, conducting and completing evaluations on institutional capabilities and educational effectiveness. In addition to its core purpose of providing a valid and reliable foundation for school planning, it is used to identify areas for improvement and celebrate successes. Observance of the following protocols is fundamental to an effective school evaluation process. The Assessment Toolkit is designed to help schools find resources and tools, and get feed back about the current standard of the institution. Moreover assessment tools used to help schools: â&#x20AC;˘ Generate data and evidence for school improvement and evaluation purposes. â&#x20AC;˘ Gain support for improvement initiatives. â&#x20AC;˘ Create baseline measures for school improvement (pre- and post- measures).

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School Profile

Page • School data ........................................................... 5 • School statistics ....................................................... 6

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School Data

School Data School Name: School Mailing Address: School E-mail: School Website: School Telephone Number: Stages Offered:

□ Primary

□ Middle

□ High

School Programs:

□ Language School

□ American School

□ British School

□ French School

□ German School

□ Mixed

□ Girls

School Type:

□ Boys

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School Statistics School Leadership Post

No #

Director / Manager Principal Deputy principal

Administration/ Activities Coordinator Post

No #

Percentage/ students

Social councilor Psychiatric Quality coordinator Profesional Development coordinator Librarian Technology coordinator P.E. teacher Art teacher Music teacher Home Economics teacher Lab technician Administrators Others

Subject Teachers Subject

Total Prim

Mid

Workload/week High

Prim

Mid

High

Percentage/Student Prim

Mid

High

English teacher Math teacher Science teacher Arabic teacher Second language Social Studies

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Students Enrolled Grade

No of Students

No of Classes

Average Classroom Capacity [no of students/no of classrooms]

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total

Student Achievement Record

Grade

Current Academic Year / st 2nd Term 1 Term

Previous Academic Year / st 1 Term 2nd Term

Former Academic Year / st 1 Term 2nd Term

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

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Student Drop Out

Grade

Current Academic Year / st 2nd Term 1 Term

Previous Academic Year / st 1 Term 2nd Term

Former Academic Year / st 1 Term 2nd Term

Current Academic Year / st 2nd Term 1 Term

Previous Academic Year / st 1 Term 2nd Term

Former Academic Year / st 1 Term 2nd Term

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Students` Absence

Grade Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

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Students` Transfer

Grade

Current Academic Year / st 2nd Term 1 Term

Previous Academic Year / st 1 Term 2nd Term

Former Academic Year / st 1 Term 2nd Term

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

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Vision, Mission and Expectations

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Vision, Mission & Expectations

School Vision

School Mission

School Expectations

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Collective Surveys

Page • Leaders survey ......................................................... • Innovative teaching practices survey ....................... • Teacher survey #1 ................................................... • Teacher survey #2 ................................................... • Student survey ....................................................... • Parent survey ......................................................... • Community Survey ..................................................

13 18 22 24 27 29 31

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Collective Surveys - Leaders Survey Form

Leaders Survey Form Your Leadership roles and activities 1. What is your primary role at this school □ Principal

□ Assistant principal

□ Other professional staff

2. How many years have you been working in this role at this school? ......................................................... years 3. Does your role in this school include a teaching assignment? □ Yes □ No

How often do you do any of the following? Supervise clerical, cafeteria, and maintenance staff Monitor public spaces such as hallways, playgrounds, etc. Deal with emergencies and unplanned circumstances Work with students and their parents on discipline/attendance issues Complete routine paper work such as reports and record keeping Work with local community members or community organizations

How often do you do any of the following , when working directly with teachers?

A few A few times / times / year month

1-2 days / week

>2 days / week

□ □ □

□

□ □

1-2 days / week

>2 days / week

never

A few A few times / times / year month

□

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Page 1 of 5

Demonstrate instructional practices and/or the use of curricular, materials in classroom Observe a teacher who was trying new instructional practice or using new curricular material Share information or advise about classroom practices with the teachers Examine and discuss what students were working on during a teacher's lesson Examine and discuss the standardized norm referenced or curriculum referenced test results of students in a teacher's class

never

Collective Surveys - Leaders Survey Form

How much priority did you give to each of the following issues?

Not a part of my work

Did not give it a high priority

Gave this issue a high priority

was one of my top 3 priorities

Framing and communication broad goals for school improvement

□

Examining the school's overall progress toward its school improvement goals Setting explicit time lines for instructional improvement

□

Clarifying expectations or standards for students' academic performance Examining and discussing exemplars of students' academic work

□

Using the school's standardized, norm- or curriculum-referenced test results to plan instructional changes Promoting alignment between the assessments used to evaluate the school's instructional program and what is taught in classroom Promoting instructional coordination across grade levels in the school Promoting instructional coordination across regular and special education programs in the school Promoting integration of the school's curriculum (e.g. Math and Science, Reading / Language, Arts and Social Studies) Developing the staff development in the school

□

□ □

□

Personally providing staff development Monitoring and supervising the implementation of school improvement efforts Working on plans to improve the teaching of specific curricular units or objectives Promoting alignment between the assessments used to evaluate the school's instructional program and what is taught in classroom The school improvement process

Does your school have a written school improvement plan? □ Yes □ No □ No, we are in the process of developing one. For how many years has the school had a school improvement plan? ......................................................... years

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Collective Surveys - Leaders Survey Form

Which of the following was an important priority in your schools improvement plan? Improve the school's facilities Improving school climate (e.g. making school safer, fostering respect for others) Improving parent participation Improving student attendance Improving the health and welfare of students Improving the reading/language arts program Improving the school's library, technology or media Improving another academic program or programs To what extent do you agree or disagree with the following about the school improvement process? This school has a set of shared values that guide school improvement efforts Before making school improvement decisions, alternatives are always carefully researched The school has a detailed plan that clearly spells out what demonstrators, teachers, and students are supposed to do. I worry we are adopting too many different programs and practices at this school The next steps for organizing and staffing our instructional program are clear It will be difficult to achieve our school improvement goals unless we think more creatively and work more collaboratively The steps teachers are expected to take to promote classroom improvement are clear This school uses a well developed process for identifying issues to be addressed by our school improvement efforts Our school improvement efforts define specific instructional goals for students. To what extent have school improvement activities placed special emphasis on?

Not priority

Top priority

□

□ □ □ □ □ □

Strongly agree

Agree

Disagree

Strongly disagree

□

Not at all

To a small extent

To a moderate extent

To a great extent

□

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Hiring new demonstrators or support staff with instructional expertise and interests that support the school's improvement activities Hiring new teachers whose expertise and interests support the school 's improvement activities Change instructional assignment to match teachers expertise with student needs

Not in our plan

Collective Surveys - Leaders Survey Form

Providing teachers with professional development opportunities that are deliberately aligned with the schools improvement program Providing administrators and other school leaders with professional development that are deliberately aligned with the school improvement program

To what extent do you use the following kinds of information in planning for and evaluating the school improvement activities. Student grades and report cards Results from standardized, curriculum-referenced testing Informal assessments conducted by teachers Samples of students academic work Your own and others observations in classrooms Statistical reports of discipline problems and behavioral referrals Attendance reports

□

Not at all

To a small extent

To a moderate extent

To a great extent

□ □ □ □ □ □ □

Professional Development Please indicate how much you spent in organized professional development activities [e.g. workshops, seminars, courses] in your school? □ Less than 8 hours □ 6-9 days

□ 1-2 days □ 10 or more days

□ 3-5 days

Mark whether any of the following topics were a focus on your professional development activities? □ Developing a school mission or shared vision □ Planning strategies □ Working productively with groups or teams □ Promoting shared decision making □ Improving parents involvement □ Improving school-community relations □ Organizing the school instructional program □ How to adopt or individualize instruction □ How to observe or monitor classroom instruction □ How to promote standards/based learning □ New procedures to assess student learning Page 4 of 5 School Assessment Toolkit :: ESI :: Page 16

Collective Surveys - Leaders Survey Form

To what extent do you agree or disagree with the following statements about your professional development experience? My professional development experience this year…….. Gave me many opportunities to improve aspects of my work Provide me with knowledge or information that is very useful to me in my work Were coherently related to each other Focused on too many topics Provided me with useful feedback about my practice or work Made me pay close attention to particular things I was doing in my work Led me to think about an aspect of my work in a new way Let me try new things in my practice or work

Strongly agree

Agree

Disagree

Strongly disagree

□

□ □ □

□

□ □

Background Are you? □ Male

□ Female

Are you? □ Egyptian

□ Foreigner

What is your employment status in the school? □ Full time administrative appointment □ Part-time administrative appointment □ Regular full time teaching appointment □ Regular part-time teaching appointment □ Permanent substitute teaching appointment □ Other … How many years have you worked as an administrator? ......................................................... years How many years have you worked as a teacher? ......................................................... years

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Collective Surveys - Innovative teaching practices survey

Innovative Teaching Practices Survey 0. Teacher Profile 0.1. I am □ Male

□ Female

0.2. Which subject(s) do you teach in your target class? (Choose all that apply.) □ Reading, Writing, and Literature (in the primary language of instruction) □ Foreign Language □ Mathematics □ Science (Physics, Chemistry, Biology, and Earth Science) □ Social Studies, History, Government or Geography □ Art, Music, Drama □ Computer Science or Technology □ Physical Education □ Special Education □ Religion □ Vocational, Business □ Other (Please specify) ..................................................................................................................................................................... ..................................................................................................................................................................... 0.3. What is the average age of students in your class? ......................................................... years 0.4. What is the average number of students in your class? ......................................................... years 1. Teaching practices 1.1 How often do students do the following types of activities in small groups? a. Complete a specific task with other students b. Create joint products that include contributions from each student c. Discuss their work with one another

□ □ □ □

3-6 1-3 1-3 4-5 times / times / times / times / year month week week

□ □ □ □

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d. Present their group work to the class

never

Collective Surveys - Innovative teaching practices survey

1.2 How often do students participate in the following types of self-assessment or peer assessment? a. Demonstrate instructional practices and/or the use of curricular, materials in classroom b. Observe a teacher who was trying new instructional practice or using new curricular material c. Share information or advise about classroom practices with the teachers d. Examine and discuss what students were working on during a teacher's lesson e. Examine and discuss the standardized norm referenced or curriculum referenced test results of students in a teacher's class

never

A few A few times / times / year month

1-2 days / week

>2 days / week

□

2. ICT usage 2.1 To what extent do you find the following to be barriers to using ICT in your class? a. Not enough computers for teachers use b. Not enough computers for students use c. Outdated computers and software d. Internet connection not available or reliable e. Computers are vandalized or stolen f. Weak infrastructure to support ICT (for example school wiring) g. Not enough technical support for ICT h. Blocked access to relevant internet sites i. Difficult to access computers in labs or the library j. Insufficient time to prepare lessons using ICT k. Not enough professional development / training around using ICT for teaching and learning l. ICT is not supported by school leadership or policy m. Required curriculum content not supported by ICT

never

3-6 1-3 1-3 4-5 times / times / times / times / year month week week

□ □ □ □ □ □ □ □ □ □

□

□ □

□ Yes

□ No

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2.2 Have you or your students used any ICT in the current school year for teaching, learning, or other school-related activities, either in class or outside of school? Please include your professional use of ICT outside of the classroom (for example, planning a lesson, communicating with parents or guardians). (Choose one.)

Collective Surveys - Innovative teaching practices survey

2.3 Now think about your use of ICT both in and outside of the classroom during the past year. How often do you use ICT to do the following? I use ICT to a. Present information or give class instruction to students b. Conduct classroom demonstrations. (for example, do research or make handouts for students) c. Prepare a lesson (for example, do research or make handouts for students) d. Organize classroom data (for example, grades, attendance) e. Monitor student learning against pre-determined learning goals or standards f. Communicate with students (for example, e-mail) g. Communicate with parents (for example, e-mail) h. Collaborate with experts, teachers in other locations, or other community members to enrich student learning i. Post teaching or learning resources on the internet (for example, on a blog or wiki) for other teachers or students)

never

3-6 1-3 1-3 4-5 times / times / times / times / year month week week

□

3. Professional Development 3.1 In the last two years, did you participate in professional development that covered any of the following topics? Include activities required by your school system as well as those you tought yourself. (Choose one box in each row.) Topics of professional development a. Improving student performance on standardized assessments b. Creating opportunities that help students be active in their learning (working on extended projects, collaborating with peers, assessing their own work, etc) c. Introduction to computer applications on the internet (word processing, spreadsheets, e-mail, websites or databases, etc.) d. How to use ICT in teaching and learning e. Classroom management f. Improving knowledge of national or regional standards

Participated in the last 2 years □ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No Page 3 of 4

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Collective Surveys - Innovative teaching practices survey

3.2 In the last two years, did you participate in any of the following types of professional development activities? Include activities required by your school system as well as those you tought yourself. (Choose one box in each row.) Topics of professional development a. Formal class instruction or workshop b. Education conferences or seminars (where teachers or researchers present their research results and discuss educational problems) c. Qualification Program (for example, a degree or credentialing program) d. Observation visits to other schools e. Participation in a network of teachers formed specifically for the professional development f. Individual or collaborative research on a topic of interest to you professionally h. Informal dialogue with your colleagues on how to improve your teaching

Participated in the last 2 years □ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

4. School Leadership and School Culture 4.1 How often do students participate in the following types of self-assessment or peer assessment?

never

3-6 1-3 1-3 4-5 times / times / times / times / year month week week

e. Plan lessons and units together

□ □ □ □ □

f. Discuss achievement student score data with other teachers to make instructional decisions

□

a. Share new ideas on effective teaching methods b. Share and discuss the quality of student work c. Think critically about instructional practices at this school d. Formally observe another teacher’s classroom

4.2 What supports are in place at your school to help teachers improve the way they teach? a. There are incentives for teachers to explore or implement new teaching practices b. Teachers are rewarded or recognized for improving our teaching practices c. Teacher appraisals emphasize new teaching practices d. The school supports discussions among teachers about new teaching practices e. Teachers use peer review to improve instruction (including review of lesson plans and observation of classroom instruction) f. Teacher lessons are observed by the school leader or senior staff

Participated in the last 2 years □ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

□ Yes

□ No

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Collective Surveys - Teacher Survey Form No. 1

Teacher Survey Form # 1

Year: School Name: Date:

20 / 20 .............................................................................................................................. ..............................................................................................................................

Table Legend SA

Strongly Agree

Agree

Disagree

Strongly Disagree

□ □ □ □

□ □ □ □ □

□ □ □ □

School organization and administration 1

Teachers help in developing school policies

The size of classes is relevant in instructional effectiveness

Teachers are provided sufficient time to prepare for teaching

When I need to talk with an administrator, I can do so

Total Support for student learning 1

Teachers holds high expectations for students learning

Personal encouragement is always given to students by teachers

Students are motivated to do their best work

Students are treated well by teachers

5 Teachers are available to assist students with assignments Total School climate, environment for learning 1

Teachers have a sense of common mission

School provides a clean and pleasant environment for learning

Students are safe traveling to and from school

4 Students can join in all school activities Total

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Collective Surveys - Teacher Survey Form No. 1

What do you think the school should continue to do? ......................................................................................................................................................................... ......................................................................................................................................................................... What do you think the school should stop doing? ......................................................................................................................................................................... ......................................................................................................................................................................... What do you think should start doing? ......................................................................................................................................................................... ......................................................................................................................................................................... I teach □ Elementary

□ Middle school

□ High school

I am □ Male

□ Female

I have been working □ 1-3 years

□ 4-6 years

□ 7-10 years

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Collective Surveys - Teacher Survey Form No. 2

Teacher Survey Form #2 Year: School Name: Date:

Table Legend SA

Strongly Agree

Agree

Disagree

# 1

I feel like I belong to this school

I feel that the staff cares about me

I feel that learning can be fun

I feel that learning is fun at this school

I feel intrinsically rewarded for doing my job well

I feel recognized for good work

I work with people who treat me with respect

I work with people who listens if I have ideas about doing things better

My building administrator treats me with respect

My building administrator is an instructional leader

My building administrator facilitates communication effectively

My building administrator supports shared decision-making

My building administrator is effective in helping us reach our vision

I have the opportunity to develop my skills

I have the opportunity to think for myself, not just carry out instructions

I love working at this school

I love seeing the results of my work

I work effectively with special education students

I work effectively with English Language Learners

I work effectively with students

I work effectively with heterogeneously grouped classes

I work effectively with low-achieving students

I work effectively with administrators

I work effectively with staff members

I believe student achievement can increase through hands-on learning

I believe student achievement can increase through cooperative learning

I believe student achievement can increase through multi-age classrooms

□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □

□

□ □ □

School Assessment Toolkit :: ESI :: Page 24

Page 1 of 3

I believe student achievement can increase through effective professional development related to our vision I believe student achievement can increase through integrating instruction curriculum I believe student achievement can increase through thematic instruction

Strongly Disagree

Collective Surveys - Teacher Survey Form No. 2

□

I believe student achievement can increase through the use of varied technology I believe student achievement can increase through providing a threat – free environment I believe student achievement can increase through close relationship between students and teachers I believe student achievement can increase through addressing students learning styles I believe student achievement can increase through parent involvement

□

I believe student achievement can increase through teacher use of students achievement data The instructional program at this school is challenging

This school provides an atmosphere where every student can succeed

I believe that every student can learn

Quality work is expected of all students at this school

Quality work is expected of me

Quality work is expected of all the adults working at this school

The vision for this school is clear

The vision for this school is shared

We have an action plan in place which can get us to our vision

This school has a good public image

I communicate with parents often about their child’s progress

I communicate with parents often about class activities

I am clear about what my job is at this school

I feel that others are clear about what my job is at this school

Morale is high on the part of teachers

Morale is high on the part of students

Morale is high on the part of support staff

Morale is high on the part of administrators

The expectations for students are clearly outlined

□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □

Staff in this school communicate with each other to achieve the best results Students outcomes for the class(es) are clear to my students

□

Teachers in this school communicate with each other to make student learn consistent across grades Learning is fun in my classroom

I love to teach

□ □

32 33 34 35 36 37 38 39

59 60 61

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I believe student achievement can increase through student self assessment I believe student achievement can increase through authentic assessment I believe student achievement can increase through the use of computers

Collective Surveys - Teacher Survey Form No. 2

□ Middle school

□ High school

I am □ Male

□ Female

I have been working □ 1-3 years

□ 4-6 years

□ 7-10 years

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Collective Surveys - Student Survey Form

Student Survey Form Year: School Name: Date:

Table Legend SA

Strongly Agree

Agree

Disagree

Strongly Disagree

□ □ □ □ □

Student activities/involvement in school 1

There are no obstacles preventing me joining activities

I feel welcome in all school activities

I am satisfied with the quality of student activities

I feel comfortable expressing my own idea

School encourages multicultural activities

Total Quality of the instruction program 1

School is challenging

I use other resources than my textbooks for school work

Grading and evaluation in school is fair

Educational program of the school is of high quality

5 School’s labs, library and athletic facilities are sufficient Total Support for student learning 1

Teachers are concerned that students learn subject they teach

Individual encouragement is used by teachers to their students

Employees in administration care about the students need

Teachers are open to assisting students in class work & assignments

Director is open to suggestion when available

Total School climate, environment for learning 1

School appreciates remarkable achievements

Students are comfortable in the school’s atmosphere

Discipline policies are fair at the school

School’s environment is healthy for teaching and learning

5 Cheating occurs seldom in school Total

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Collective Surveys - Student Survey Form

□ Middle school

□ High school

I am □ Male

□ Female

Page 2 of 2 School Assessment Toolkit :: ESI :: Page 28

Collective Surveys - Parent Survey Form

Parent Survey Form Year: School Name: Date:

Table Legend SA

Strongly Agree

Agree

Disagree

Strongly Disagree

□ □ □ □ □

□ □ □ □

School, Parent, Community relations 1

Parents are offered opportunities to be involved in the school

Parents have a good understanding of the school’s program

Parents are informed of the school’s policies

Parents feel welcome to the school

School actively promotes parent-teacher communication

Total Support for student learning 1

Teachers show concern about students

I am satisfied with the way students are treated by teachers

I am satisfied with the way students are treated by administration

Transportation services meet the needs of students

5 I am satisfied with counseling and advisements in the school Total Support for student learning 1

Teachers are concerned that students learn subject they teach

Individual encouragement is used by teachers to their students

Employees in administration care about the students need

Teachers are open to assisting students in class work & assignments

Director is open to suggestion when available

Total School climate, environment for learning 1

School rules and regulations affecting students are reasonable

Teachers and administrators consistently enforce school’s rules

Students are safe in the school

4 School activities are open for all students Total

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Collective Surveys - Parent Survey Form

□ Middle school

□ High school

Page 2 of 2 School Assessment Toolkit :: ESI :: Page 30

Collective Surveys - Parent Survey Form

Community Survey Form Year: School Name: Date:

Table Legend SA

Strongly Agree

Agree

Disagree

# 1

I feel welcome in the district schools

Children are safe in the schools

Children are safe going to and coming from school

There is adequate supervision on the elementary school playgrounds

There is adequate supervision on school grounds before and after school

Teachers are an important part of our community

Teachers in the school district are highly qualified

School activities meet the social needs of the students

School staff expect quality work from students

Extra-curricular activities are important to offer in the schools

Students should have access to an after school program

Music and Art are important to offer as part of the curriculum

Physical Education is important to offer as part of the curriculum

I respect the school district’s administrators

Principals are highly qualified

Overall, the schools perform well academically

The schools succeed at preparing children for future work

The school district has a good public image

Assessment practices in the school district are fair

Providing a high quality education is important for our community

I am proud of the schools district

The schools contribute in a positive way to the local economy

The school district prepares student to be well informed, good citizens

Strongly Disagree

□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □

Page 1 of 1

What do you think should start doing?

Observation Checklist

Page • School observation checklist .................................. 33 • Classroom observation ............................................ 37

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Observation Checklist - School Observation checklist

School Observation Checklist

School Location Surrounding Community

□ Urban

□ Suburban

□ Rural

The school is located….

□ Adjacent to an interstate highway □ On a busy residential street □ Near an industrial area/ factories or plants □ Near a transportation hub □ Near a park or other green space □ Adjacent to a business area (e.g., grocery, convenience, fast food shops □ In or near a flood plain □ Near an earthquake fault line □ Other

Building Use – In addition to students and teachers during the school day, who else uses the school building?

□ After school programs □ Community functions □ ESL classes/parent education □ Polling place during election season □ Other school meetings □ Use by other community organizations

School Assessment Toolkit :: ESI :: Page 33

Observation Checklist - School Observation checklist

# Domain Yes Exterior Building Conditions 1 School grounds are free of significant cracks, trip hazards or holes. Entrance to the school is well maintained and welcoming; sidewalks are in good repair 2 Exterior of the building is neatly painted, free of graffiti. The grounds are free of accumulated litter, dirt, and grim 3 There does not appear to be structural damage that has created or could create hazardous or uninhabitable conditions 4 Playground equipment is in good repair. Protruding and sharp edges are either not found or properly covered. There are no drainage problems 5 Lighting around the school (including parking lot) is adequate. 6 There is adequate parking for teachers and visitors, there is adequate parking for students. (Bus area) 7 Windows, doors, gates and fences are functioning, in good repair and do not pose a safety and/or security risk 8 External electrical systems and equipment appear to be working properly. There are no exposed wires and outlets and junction boxes are properly covered and secure from pupil access Interior Condition 9 The main lobby contains artifacts, student work, and artwork that signify the schoolâ&#x20AC;&#x2122;s motto, culture languages, and accomplishments. It is arranged in an appealing way 10 The main lobby contains school mission, vision and beliefs to be displayed for school community 11 Administrative personnel have adequate workspace and privacy for talking with parents 12 Stairways and hallways are in good repair and free of graffiti. Hallways and stairwells are adequately lit 13 Hallways have adequate space to display student work. Bulletin boards are well maintained 14 Fire equipment and emergency systems appear to be functioning properly 15 Emergency exit signs are visible and exits are unobstructed. Fire extinguishers are properly placed 16 Classrooms are free of clutter. There is adequate seating. Furniture is in good repair Windows and doors are operational. No evidence of water damage. Electrical systems are in working order 17 Restrooms are clean, functional and accessible. Restrooms are stocked with soap, toilet paper, and paper towels

Comment

School Assessment Toolkit :: ESI :: Page 34

Observation Checklist - School Observation checklist

18 Drinking fountains are accessible and functional. Water pressure is adequate. Water is clear without odor or taste Adult Space 19 Teachers have a private work space with office supplies and other resource materials 20 Teachers have a clean, secure place to store their work Cafeteria / Food Services Areas 21 Food service areas are clean before and after meal times 22 Food service area has adequate storage space for supplies Library 23 Library/Media Center provides appropriate space to accommodate a class of students comfortably 24 Library has adequate lightening 25 Library has adequate ventilation 26 Furniture is appropriate to age level 27 Record documents are available in safe place 28 Library/Resource/Media Center has current materials (i.e. books, newspapers, periodicals, pamphlets, recordings, tapes) 29 Book loan record are available for personnel use 30 Technology is available in the library 31 Library has specialized personnel 32 Library schedule are effectively available for all grade levels Science Lab 33 Lab resources are appropriate to age level 34 Lab has adequate lightening 35 Lab has adequate ventilation 36 Record documents are available in safe place 37 Lab has adequate space for students workstations 38 Required tools and chemicals are available to support lab activities 39 Fire extinguishers are available 40 Safe storage area is available for chemicals and tools 41 Lab schedule are effectively available for all grade levels 42 Lab has specialized technician Computer Lab 43 Lab resources are appropriate to age level 44 Lab has adequate lightening 45 Lab has adequate ventilation 46 Record documents are available in safe place 47 Lab has adequate space for students workstations 48 Required tools and chemicals are available to support lab activities 49 Fire extinguishers are available 50 Lab schedule are effectively available for all grade levels 51 Lab has specialized technician School Assessment Toolkit :: ESI :: Page 35

Observation Checklist - School Observation checklist

52 Regular maintenance records are available 53 Record documents are available in safe place Music Room 54 Room has adequate space for students 55 Sufficient musical instruments are available for students to work independently 56 Schedules are effectively available for all grade levels 57 Specialized music teacher 58 Variety of musical instruments are available for students use Gymnasium 59 Athletics machines and equipments are appropriate to age level 60 Gym has adequate lightening 61 Gym has adequate ventilation 62 Gym has adequate space for students 63 Sufficient athletic equipments are available for students to work independently 64 Schedules are effectively available for all grade levels 65 Specialized trainer 65 Maintainace records are available Clinic 66 Full time doctor is available 67 Full time nurse is available 68 Health insurance records are available for students 69 Health history records for each student 70 Medications are safely stored 71 Medications are available for different symptoms Classrooms 72 Classrooms provides appropriate space to accommodate a class of students comfortably. 73 Classrooms have adequate lightening 74 Classrooms have adequate ventilation 75 Furniture is appropriate to age level 76 Classrooms setting allow for differentiated instructional methods (Group work, discussion, peer coaching, workstations, learning centers) 77 Classrooms are equipped with needed technological resources (Interactive boards. Projectors, Computers, etc..) 78 Classrooms have adequate space to display student work

School Assessment Toolkit :: ESI :: Page 36

Observation Checklist - Classroom Observation checklist

Classroom Observation Checklist Year: Name of teacher:

20 / 20 ..............................................................................................................................

Subject / Class:

..............................................................................................................................

Date:

.............................................................................................................................. Table Legend

Excellent

VG Very Good

Good

A 1

The Teacher Punctuality

Voice adapted to the situation

Enthusiasm and vitality

Healthy sense of humor

Wholesome attitude toward students

Objectives, were they

Clear and specific?

Sound and based on actual needs?

Comprehensive; ie. covering all important phases of content?

Known and understood by students?

Attained?

Content, was it

Suited to the needs of the students?

Suited to their level of understanding?

Suited to their level of appreciation?

Suited to their level of action?

Adequate to achieve objectives?

Teaching procedure

Teacher’s mastery of subject matter

Evidence of careful planning

Organization of the lesson

Fair

Correlation of the subject matter to the broader aspect of the lesson/topic Integration of values

Method suited to the students’ abilities and to the subject matter

Approach is student centered

A caring and non-threatening manner of presentation

Technique of questioning and handling student responses

Poor

□ □ □ □ □

□ □ □

□

□ □ □ □ □

School Assessment Toolkit :: ESI :: Page 37

Observation Checklist - Classroom Observation checklist

Provision for individual differences

Clear and purposeful assignment

Medium of instruction

Mastery of the language

Ability to make information comprehensible to the students

Use of concrete, imaginative and interesting language

Instructional tools

Variety: AV, anecdotes, illustrations, etc.

Adequacy in reinforcing learning

Adequacy in arousing interest

Preparation, economical use of time and effort

Effective utilization

Students

Activity, presentation, and cooperation

Evidence of critical thinking

Reinforcement of values and attitudes

Manifest communication skills

Learning is evident

Classroom management

Order and Cleanliness

Aesthetic appearance

Freedom of disturbance

Atmosphere congenial and conducive to learning

□ □

□ □ □

□ □ □ □ □

□ □ □ □

Average

Comments

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Interview/Meeting Page â&#x20AC;˘ Teacher/Administration interview form .................. 40 â&#x20AC;˘ Meeting report ........................................................ 41

School Assessment Toolkit :: ESI :: Page 39

Interview / Meeting - Teacher/admin interview form

Teacher/Administration interview form

Year: School Name:

20 / 20 ....................................................................................................................

Teacher/Administrator name:

....................................................................................................................

Date:

....................................................................................................................

Domain 1

Rate 2 3

Character and Language 1 Overall impression on character and personality 2 Out-look and presentation 3 Display of self-confidence 4 Language perfection 5 Independency and working with minimal supervision Professional and Management 1 Understanding hierarchy of the system 2 Involvement in self-evaluation process 3 Previous experience in American School 4 Responsibilities and duties 5 Familiarity with curriculum development 6 Involvement in professional development 7 Classroom management 8 Involvement in committees 9 Knowledge of the subject Dealing with students 1 Strategies in dealing with students 2 Impression on classroom management 3 Familiarity with grading system 4 Planning and organization

School Assessment Toolkit :: ESI :: Page 40

Interview / Meeting - Meeting Report

Meeting Report Year: School Name:

20 / 20 ....................................................................................................................

Date:

....................................................................................................................

Agenda points to discuss

Attendess

1 ..................................................

2 ..................................................

3 ..................................................

4 ..................................................

5 ..................................................

6 ..................................................

7 ..................................................

8 ..................................................

9 ..................................................

10 ................................................

Name

Signature

1 ..................................................

..................................................

2 ..................................................

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3 ..................................................

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4 ..................................................

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5 ..................................................

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6 ..................................................

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7 ..................................................

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8 ..................................................

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9 ..................................................

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10 ................................................

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Conclusion

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Recommendations

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