Results and Analysis · 2017-06-02 · Participants learned about the Teacher Leadership System Survey via email. The survey was open April 4 –15. K12 Insight emailed individual

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Results and Analysis

2016 Teacher Leadership System Survey

Cedar Rapids Community School District

April 4 – 15, 2016

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Purpose of the Study

The Cedar Rapids Community School District implemented the Teacher Leadership System (TLS) during the 2014-2015 school year to help effectively recruit, promote, and compensate excellent teachers. The TLS encourages a collaborative environment where teachers work together to improve their practice.

Cedar Rapids Community Schools asked staff members for feedback on the Teacher Leadership System to identify ways to improve the system.

K12 Insight partnered with Mary Ellen Maske, deputy superintendent, to develop the Teacher Leadership System Survey which addressed the following 12 positions:

• Building Leadership Team

• Instructional Design Strategist

• Digital Learning Trainer

• PBIS Leaders

• Professional Learning Community Leader

• Department Chair

• Learning Supports Facilitator

• Induction Coach

• Professional Learning Facilitator

• Special Education Instructional Strategist

• Curriculum Facilitator

• Resolution Team Facilitator

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Details of the Study

Participants learned about the Teacher Leadership System Survey via email. The survey was open April 4 – 15. K12 Insight emailed individual invitations with survey links to staff members. Reminders were sent April 13 and 15.

This report summarizes survey results and breaks them down by school level and position type where appropriate. Additional reports that disaggregate results by demographic characteristics are included in this project.

Results do not reflect random sampling; therefore, they should not be generalized to all Cedar Rapids Community Schools staff. Rather, results reflect only the perceptions and opinions of survey participants.

Findings for each item in the report exclude participants who did not answer. In some charts and graphs, data labels less than 5 percent are not shown. Percentages may not total 100 due to rounding.

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Participation

Responding GroupNumber of Invitations

Delivered (NMax)

Number of Responses (N)

Response Rate (%)

Staff 1,339 1,009 75%

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Position and Content

What is your primary position? (N=1,009)

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What secondary positions(s) do you have? (N=1,009)

4%

76%

17%

4%

0% 20% 40% 60% 80% 100%

Administrator

General Education Teacher

Special Education Teacher

Counselor

Response Count (N) Percentage (%)

Instructional Design Strategist 55 5%

PLC Leader 85 8%

Department Chair 52 5%

PBIS Leader 42 4%

Building Leadership Team Member 194 19%

Digital Learning Trainer 34 3%

ELSC Teacher Leader 20 2%

Induction Coach 3 0%

Cooperating Teacher 79 8%

Model Teacher 13 1%

None of the Above 603 60%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Building Leadership Team

The Building Leadership Team . . .

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31%

33%

35%

41%

51%

52%

52%

47%

5%

13%

9%

6%

8%

0% 20% 40% 60% 80% 100%

collaboratively evaluates the School Improvement Planimplementation through data analysis. (N=987)

collaboratively carries out the School Improvement Plan’s goals and action steps. (N=989)

collaboratively communicates the School Improvement Plan’s goals and action steps. (N=991)

collaboratively creates the School Improvement Plan’s goals and action steps. (N=991)

Strongly Agree Agree Disagree Strongly Disagree Don’t KnowNote: Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not respond to these questions.

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Building Leadership Team (Continued)

The Building Leadership Team . . .

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23%

21%

30%

30%

25%

52%

50%

48%

52%

47%

10%

15%

6%

7%

13%

12%

10%

14%

8%

11%

0% 20% 40% 60% 80% 100%

has positively impacted student learning (directly or indirectly).(N=991)

has positively impacted my instructional practice. (N=988)

performs all responsibilities in a timely manner. (N=993)

collaboratively provides professional learning to all teachers aspart of the School Improvement Plan implementation. (N=992)

collaboratively provides professional learning to all teachers basedon behavior data. (N=989)


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Building Leadership Team — By School Level and Role

Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t Know

8

80%

87%

80%

73%

80%

0% 20% 40% 60% 80% 100%

Overall (N=990)

Elementary School (N=455)

Middle School (N=229)

High School (N=278)

Teachers (N=915)

Percentage Strongly Agree or Agree

Note: Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not respond to these questions.

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Instructional Design Strategist

The Instructional Design Strategist . . .

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43%

35%

31%

42%

38%

38%

36%

34%

37%

36%

8%

14%

18%

9%

13%

5%

7%

5%

5%

8%

9%

10%

8%

8%

0% 20% 40% 60% 80% 100%

brings knowledge about instructional best practices. (N=988)

supports me in using assessments and data analysis to informinstruction. (N=989)

supports me by collaborating on units/lessons. (N=978)

supports me in my professional growth. (N=990)

supports me by locating or providing curriculum resources.(N=985)


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Instructional Design Strategist (Continued)

The Instructional Design Strategist . . .

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36%

34%

27%

34%

48%

38%

38%

41%

26%

38%

11%

12%

14%

13%

6%

11%

11%

11%

13%

16%

7%

0% 20% 40% 60% 80% 100%



has a schedule with adequate time to support me when I amavailable. (N=988)

should have a schedule that includes a part-time classroomassignment. (N=987)

supports the building’s focus on staff learning. (N=982)


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Instructional Design Strategist — By School Level and Role


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73%

80%

67%

69%

74%

0% 20% 40% 60% 80% 100%

Overall (N=986)



High School (N=277)

Teachers (N=912)



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Digital Learning Trainer

The Digital Learning Trainer . . .

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19%

16%

22%

18%

26%

18%

34%

35%

36%

36%

39%

39%

10%

12%

7%

10%

10%

33%

32%

32%

32%

30%

30%

0% 20% 40% 60% 80% 100%



models district expectations for technology use. (N=986)

provides effective and meaningful professional learning. (N=984)

interacts positively when I ask for help. (N=988)

is available to support my instructional practice. (N=986)


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Digital Learning Trainer — By School Level and Role


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56%

66%

50%

51%

56%

0% 20% 40% 60% 80% 100%

Overall (N=985)



High School (N=278)

Teachers (N=911)



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PBIS Leaders

The PBIS Leader . . .

14

33%

33%

33%

48%

49%

50%

6%

7%

11%

9%

11%

0% 20% 40% 60% 80% 100%

collaboratively carries out the PBIS goals and action steps. (N=737)

collaboratively communicates the PBIS goals and action steps.(N=737)

collaboratively creates the PBIS goals and action steps. (N=737)

Strongly Agree Agree Disagree Strongly Disagree Don’t Know

Note: Only staff who work at an elementary school, middle school, or Metro High School answered these questions.

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PBIS Leaders (Continued)

The PBIS Leader . . .

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27%

26%

27%

30%

48%

45%

46%

45%

9%

13%

12%

8%

13%

12%

11%

14%

0% 20% 40% 60% 80% 100%



collaboratively provides professional learning to all teachers basedon behavior data. (N=738)

collaboratively evaluates PBIS implementation through timely dataanalysis. (N=738)



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PBIS Leaders — By School Level and Role


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77%

83%

76%

77%

0% 20% 40% 60% 80% 100%

Overall (N=737)



Teachers (N=681)



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Professional Learning Community Leader

The Professional Learning Community Leader . . .

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27%

26%

24%

26%

48%

48%

47%

49%

7%

10%

12%

7%

16%

15%

15%

16%

0% 20% 40% 60% 80% 100%

conducts meetings according to agendas. (N=687)

communicates with minutes, agendas, etc. (N=682)

provides effective professional learning. (N=689)

demonstrates Professional Learning Community best practices,including process and protocol. (N=687)


Note: Only staff who work at a middle school or a high school or were an elementary specialist teacher answered these questions. Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not answer these questions.

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Professional Learning Community Leader (Continued)

The Professional Learning Community Leader . . .

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23%

23%

26%

25%

25%

44%

45%

46%

50%

51%

11%

11%

10%

7%

6%

19%

17%

14%

17%

17%

0% 20% 40% 60% 80% 100%


has positively impacted my instructional/professional practice.(N=682)

works collaboratively with me. (N=688)

supports student data analysis. (N=688)

supports the use of formative assessments. (N=684)


Note: Only staff who work at a middle school or high school or were an elementary specialist teacher answered these questions. Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not answer these questions.

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Professional Learning Community Leader — By School Level and Role


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72%

70%

79%

72%

74%

0% 20% 40% 60% 80% 100%

Overall (N=686)



High School (N=277)

Teachers (N=613)


Note: Only staff who work at a middle school or high school or were an elementary specialist teacher answered these questions. Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not answer these questions.

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Department Chair

The Department Chair . . .

20

38%

32%

30%

46%

53%

54%

9%

6%

6%

8%

10%

0% 20% 40% 60% 80% 100%

keeps the department informed about relevant information fromvarious educational resources. (N=277)

supports, facilitates, and promotes building initiatives. (N=278)

supports, facilitates, and promotes district initiatives. (N=278)


Note: Only staff who work at a high school answered these questions. Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not answer these questions.

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Department Chair (Continued)

The Department Chair . . .

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27%

27%

32%

39%

40%

39%

44%

43%

17%

19%

5%

12%

12%

16%

9%

0% 20% 40% 60% 80% 100%



coordinates with the District Curriculum Facilitator about PLCs,textbooks, curriculum, etc. (N=278)

effectively communicates my department’s needs to the administration. (N=276)


Note: Only staff who work at a high school answered these questions. Staff who work at Polk Alternative Education Center, the Transition Center, the Home School Assistance Program, or Iowa BIG did not answer these questions.

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Building Level Position Key Insights

• The Instructional Design Strategist position received an 80% overall agreement rate (Strongly Agree + Agree). However, 25% of the staff members who took the survey indicated they either strongly disagree or disagree that the Instructional Design Strategist supports them by collaborating on lessons. Time was a barrier identified by staff to working with the Instructional Design Strategist.

• At least 30% of each Digital Learning Trainer question received a Don’t Know response. Clearly defining the Digital Learning Trainer role and communicating the defined role to staff members may make more people aware of the Digital Learning Trainer’s responsibilities.

• Only 66% of high school staff members agreed the Department Chair has positively impacted their instructional practice and only 67% of high school staff members agreed the Department Chair has positively impacted student learning.

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Student Learning

Overall, the Teacher Leadership System has improved student learning. (N=1,008)

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Staff

13% 50% 16% 7% 14%

0% 20% 40% 60% 80% 100%


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Instructional Practice

The Teacher Leadership System has improved my instructional practice. (N=859)

24

Staff

13% 54% 17% 7% 8%

0% 20% 40% 60% 80% 100%


Note: Staff who were Counselors did not answer this question.

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Student Learning and Instructional Practice


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63%

67%

72%

73%

58%

65%

52%

59%

0% 20% 40% 60% 80% 100%

Overall, the Teacher Leadership System has improved studentlearning.

*The Teacher Leadership System has improved my instructionalpractice.

Percentage Strongly Agree and Agree

Overall (N=934) Elementary School (N=428) Middle School (N=214) High School (N=265)

*Staff who were Counselors did not answer this question.

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Teacher Leadership System – Strengths

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Please share the strengths of the Teacher Leadership System. (N=374)

Staff members wrote that they benefitted from the help provided from the Instructional Design Strategists.

• Some used words such as fantastic, inspiring, and empowering in describing the impact of the Instructional Design Strategist on their work.

• Many staff members wrote that they are better teachers because of their work with the Instructional Design Strategist.

Staff members wrote that they value the impact of the Teacher Leadership System on their ability to communicate, collaborate, brainstorm, and problem solve with other teachers.

Staff members wrote that the Professional Learning Communities teaches them best practices in curriculum, instruction, and technology.

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Teacher Leadership System – Areas of Improvement

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Please share how the Teacher Leadership System could be improved. (N=381)

Staff members wrote that the Instructional Design Strategists should increase the amount of time they spend in the classroom.

• Some wrote that the Instructional Design Strategists should be working directly with the students.

• Some wrote that the Teacher Leadership System removes strong teachers from the classroom.

Staff members wrote that they do not have enough time to meet with Instructional Design Strategists, Professional Learning Communities, and other colleagues.

Staff members wrote that there needs to be better communication about the Teacher Leadership System.

• Some wrote that the Teacher Leadership System roles need to be better defined.• Some wrote that they did not know who was in each of the Teacher Leadership

system roles.

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Key Findings

The Professional Learning Facilitator (Mentoring and Induction) position questions received a high percentage of Don’t Know responses. The low level of agreement on those questions from Administrators, Model Teachers, and Cooperating Teachers may indicate that the individuals in those roles may have limited interaction with the Professional Learning Facilitator (Mentoring and Induction).

The Resolution Team Facilitator position questions received a high percentage of Don’t Know responses even though the individuals who answered those questions indicated they had worked with the Resolution Team Facilitator. The Resolution Team Facilitator may need to be better defined.

63% of the participants who took the survey agreed or strongly agreed that the Teacher Leadership System improved student learning. Elementary school staff members had the highest level of agreement on this question (72%) and high school staff members had the lowest level of agreement (52%).

67% of the Teachers who took the survey agreed or strongly agreed that the Teacher Leadership System has improved their instructional practice. Elementary school staff members had the highest level of agreement to this question (73%) and high school staff members had the lowest level of agreement (59%).

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Documents

Results and Analysis · 2017-06-02 · Participants learned about the Teacher Leadership System Survey via email. The survey was open April 4 –15. K12 Insight emailed individual