DOMAINS Physical Environment Teaching and Learning Morale in the - - PowerPoint PPT Presentation

Physical Environment Teaching and Learning Morale in the School Community Relationships Parental Support and Engagement Safety Emotional Environment Administration Support

DOMAINS

SSS NUMBER OF RESPONDENTS

 Staff: 24 (Increase of 8)  Parent: 42 (Increase of 13)

PHYSICAL ENVIRONMENT

Addresses scheduling Use of the building Attitudes toward the building

PHYSICAL ENVIRONMENT

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 73.8 62.9 62.2 Parents 72.9 65.5 66.9 Mean Score

SUMMARY OF RESPONSES

Majority of staff responded positively regarding teacher collaboration and preparation time. Parents are satisfied with the length of the school day. Area of Concern: Continued decrease in the “positiveness” towards the cleanliness and appearance of the school building by staff and parents.

PHYSICAL ENVIRONMENT

TEACHING AND LEARNING

 Academic climate of the school  Support for student development  Levels of instructional challenge and relevance  Learning and personal pride in successfully

achieving academic objectives by students of learning and teachers of teaching.

 Levels of satisfaction with the school’s overall

instructional quality

TEACHING AND LEARNING

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 69.5 71.8 71.4 Parents 70.5 76.9 72.7 Mean Score

SUMMARY OF RESPONSES

STAFF: Positive responses regarding community having high expectations of all students, autonomy over classroom, and chances for students to think critically and work

• independently. Relative concerns regarding feeling that some

students just cannot be motivated to do the work. PARENTS: Increased positive responses regarding child’s teachers being excellent and that they encourage students to think

• independently. Positive responses regarding child’s academic

performance improving because of staff at school. The majority of the parents did not express any areas of concern!

TEACHING AND LEARNING

MORALE IN THE SCHOOL COMMUNITY

 Pride in school  Identification with the school’s central character  Feelings of “belonging” to the school.  Assesses the school leadership’s ability to support

and rally the school community to healthy and positive outcomes.

MORALE IN THE SCHOOL COMMUNITY

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 67.8 69.1 Parents 76 65.7 70.1 Mean Score

SUMMARY OF RESPONSES

STAFF: SSS staff is proud to tell others they work there and feel it is a good place to work and learn. Staff also feels the students have pride in the school. PARENTS: Positive responses in all areas. Parents are proud that their child attends School Street School.

MORALE IN THE SCHOOL COMMUNITY

RELATIONSHIPS

 Staff and Parent Relationships -

 Assesses the degree to which relationships are open, honest

and respectful

 Depth, sincerity and authenticity of communication efforts.

 Parent Relationships

 Also assesses the fairness of the administration of the school’s

academic and social environments

 Student Relationships

 Assess the degree to which student to student relationships

are open, honest and respectful

 Lead to positive outcomes and prevent bullying, harassment

and intimidation

RELATIONSHIPS

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 73.3 75.2 74.4 Parents 79.6 72.9 73.4 Mean Score

SUMMARY OF RESPONSES

STAFF: The majority of all responses showed a positive increase. Staff feels strongly that they work well with one another and that they treat students with respect. They also feel students in the school respect each other’s differences. Relative concern with the increase in feeling that it is common for students to tease and insult one another. PARENTS: The majority of all responses also showed a positive increase. Parents feel strongest about the overall respect that they have for our teachers, the respect that staff encourages their children as well as the strong relationships the teachers have built with their children.

RELATIONSHIPS

PARENTAL SUPPORT and ENGAGEMENT

 Degree to which parents and community members are

incorporated into both the social and academic fabric

• f the school.

 Assesses school-home communications  Assesses home support for learning.  Assesses general parental satisfaction with the school

PARENTAL SUPPORT and ENGAGEMENT

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 73 71.6 71.1 Parents 76.9 70.9 73.1 Mean Score

SUMMARY OF RESPONSES

STAFF: The majority of the staff responded positively in all areas of this

• domain. The strongest response was with believing parents know

what is going on in the school and being aware of what is expected

• f their child.

PARENTS: Parents also responded positively in all areas with the exception of being “neutral” in regards to being involved in making important school decisions. Parents felt strongest about being comfortable talking with their child’s teachers, knowing what the teacher expects of their child and feel they are well informed with what their child is doing in school.

PARENTAL SUPPORT and ENGAGEMENT

SAFETY

Staff and Student –

 Attitudes toward individual’s sense of physical safety in

and around school

 Parental opinions about safety was grouped together

with emotional environment and will be shared separately

SAFETY

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 78.1 75.8 81.5 Mean Score

SUMMARY OF RESPONSES

STAFF: Staff showed a positive increase in all areas of safety:

• utside on school grounds, in the hallways and

bathrooms, as well as in the bathrooms. Staff feels that students are safe at School Street School.

SAFETY

EMOTIONAL ENVIRONMENT

 Addresses attitudes toward the social environment  Perceptions of how the average student ought to,

and does, behave in school.

 Perceptions of the general fairness of the school.

 Parental opinions about emotional environment was grouped

together with safety and will be shared separately

EMOTIONAL ENVIRONMENT

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 65.3 69.2 67.9 Mean Score

SUMMARY OF RESPONSES

STAFF: Staff enjoys coming to work and building strong relationships with

• students. Staff also are positive about the ways they are teaching

students to resolve disagreements so that everyone can be satisfied with the outcomes. They noted an increase with the time dealing with students’ emotional and social issues. There is also a slight increased feeling that students are not well-behaved in school.

EMOTIONAL ENVIRONMENT

Safety & Emotional Support Responses from Parents

 Addresses attitudes toward physical safety, the social

environment and individual emotional safety

 Perceptions of how the average student ought to, and

does, behave have improved

Safety & Emotional Support Responses from Parents

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Parents 78.5 72.1 73 Mean Score

Safety & Emotional Support Responses from Parents

 Summary of Responses  Parents showed a slight increase with feeling their

child is safe going to and from school and feel very positive that their child is safe at school.

 There continues to be a slight downward trend in how

well-behaved parents feel students are at school.

ADMINISTRATION SUPPORT

 Assesses the school leadership’s perceived ability to

support and rally the school community to healthy and positive outcomes in terms of quality of communications, level of integrity, and ease of teamwork, as well as the promotion of professional and academic success.

ADMINISTRATION SUPPORT

10 20 30 40 50 60 70 80 90 100 2017 2018 2019 Staff 79.5 71.4 78.2 Mean Score

SUMMARY OF RESPONSES

STAFF: The majority of all the responses were positive agreement or strong agreement. Staff felt strongest about school administrators backing them up when they need it, receiving useful feedback

• n their teaching, school administrators promoting the

success of all students as well as knowing what goes on in the classrooms.

ADMINISTRATION SUPPORT