NSDC Standards Assessment Inventory (SAI)
     
 

Frequency Counts by Standard Question

TUCSON UNIFIED DISTRICT - PIMA COUNTY

Total Schools (N) = 115

CONTEXT

Learning Communities

9

9. The teachers in my school meet as a whole staff to discuss ways to improve teaching and learning.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  17% 19
Frequently  60% 69
Always  21% 24

29

29. We observe each other's classroom instruction as one way to improve our teaching.

Value Percent of Responses to this Question Schools
Never  3% 3
Seldom  36% 41
Sometimes  52% 60
Frequently  8% 9
Always  2% 2

32

32. Beginning teachers have opportunities to work with more experienced teachers at our school.

Value Percent of Responses to this Question Schools
Never  2% 2
Seldom  0%
Sometimes  46% 53
Frequently  48% 55
Always  4% 5

34

34. We receive feedback from our colleagues about classroom practices.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  7% 8
Sometimes  57% 66
Frequently  34% 39
Always  2% 2

56

56. Teachers examine student work with each other.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  35% 40
Frequently  62% 71
Always  3% 3
Leadership

1

1. Our principal believes teacher learning is essential for achieving our school goals.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  3% 3
Frequently  38% 44
Always  59% 68

10

10. Our principal's decisions on school-wide issues and practices are influenced by faculty input.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 4
Sometimes  19% 22
Frequently  64% 74
Always  12% 14

18

18. Our principal is committed to providing teachers with opportunities to improve instruction (e.g. observations, feedback, collaborating with colleagues).

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  18% 21
Frequently  57% 65
Always  23% 27

45

45. Our principal fosters a school culture that is focused on instructional improvement.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  10% 11
Frequently  50% 57
Always  40% 46

48

48. I would use the word, empowering, to describe my principal.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  4% 5
Sometimes  32% 36
Frequently  45% 51
Always  19% 22
Resources

2

2. Fellow teachers, trainers, facilitators, and/or consultants are available to help us implement new instructional practices at our school.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  23% 27
Frequently  67% 77
Always  8% 9

11

11. Teachers at our school have opportunities to learn how to use technology to enhance instruction.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 4
Sometimes  47% 54
Frequently  47% 54
Always  2% 2

19

19. Substitutes are available to cover our classes when we observe each others' classes or engage in other professional development opportunities.

Value Percent of Responses to this Question Schools
Never  3% 3
Seldom  18% 21
Sometimes  51% 59
Frequently  28% 32
Always  0%

35

35. In our school we find creative ways to expand human and material resources.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  27% 31
Frequently  63% 73
Always  10% 11

49

49. School goals determine how resources are allocated.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  26% 30
Frequently  65% 74
Always  6% 7

PROCESS

Data-Driven

12

12. Teachers at our school learn how to use data to assess student learning needs.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  14% 16
Frequently  73% 84
Always  11% 13

26

26. Teachers at our school determine the effectiveness of our professional development by using data on student improvement.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  27% 31
Frequently  65% 75
Always  6% 7

39

39. Teachers use student data to plan professional development programs.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  22% 25
Frequently  70% 81
Always  7% 8

46

46. Teachers use student data when discussing instruction and curriculum.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  10% 11
Frequently  58% 66
Always  32% 37

50

50. Teachers analyze classroom data with each other to improve student learning.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  24% 27
Frequently  65% 74
Always  11% 12
Evaluation

3

3. We design evaluations of our professional development activities prior to the professional development program or set of activities.

Value Percent of Responses to this Question Schools
Never  2% 2
Seldom  8% 9
Sometimes  61% 70
Frequently  29% 33
Always  1% 1

13

13. We use several sources to evaluate the effectiveness of our professional development on student learning (e.g. classroom observations, teacher surveys, conversations with principals or coaches).

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  2% 2
Sometimes  28% 32
Frequently  66% 76
Always  4% 5

20

20. We set aside time to discuss what we learned from our professional development experiences.

Value Percent of Responses to this Question Schools
Never  2% 2
Seldom  9% 10
Sometimes  55% 64
Frequently  34% 39
Always  1% 1

30

30. At our school, evaluations of professional development outcomes are used to plan for professional development choices.

Value Percent of Responses to this Question Schools
Never  2% 2
Seldom  8% 9
Sometimes  53% 61
Frequently  37% 42
Always  1% 1

51

51. We use students' classroom performance to assess the success of teachers' professional development experiences.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  46% 52
Frequently  51% 58
Always  1% 1
Research-Based

4

4. Our school uses educational research to select programs.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  15% 17
Frequently  69% 79
Always  17% 19

14

14. We make decisions about professional development based on research that shows evidence of improved student performance.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  2% 2
Sometimes  26% 30
Frequently  67% 77
Always  4% 5

21

21. When deciding which school improvement efforts to adopt, we look at evidence of effectiveness of programs in other schools.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 4
Sometimes  43% 50
Frequently  51% 59
Always  1% 1

36

36. When considering school improvement programs we ask whether the program has resulted in student achievement gains.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  17% 19
Frequently  71% 82
Always  11% 13

41

41. The school improvement programs we adopt have been effective with student populations similar to ours.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  27% 31
Frequently  72% 82
Always  1% 1
Design

15

15. At our school teacher learning is supported through a combination of strategies (e.g. workshops, peer coaching, study groups, joint planning of lessons, and examination of student work).

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  30% 34
Frequently  58% 67
Always  10% 12

22

22. We design improvement strategies based on clearly stated outcomes for teacher and student learning.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  2% 2
Sometimes  23% 26
Frequently  68% 78
Always  7% 8

38

38. Teacher professional development is part of our school improvement plan.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  10% 11
Frequently  70% 81
Always  19% 22

52

52. Teachers' prior knowledge and experience are taken into consideration when designing staff development at our school.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  38% 43
Frequently  60% 68
Always  2% 2

57

57. When we adopt school improvement initiatives we stay with them long enough to see if changes in instructional practice and student performance occur.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  39% 44
Frequently  54% 62
Always  6% 7
Learning

5

5. We have opportunities to practice new skills gained during staff development.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  24% 28
Frequently  63% 73
Always  12% 14

16

16. We receive support implementing new skills until they become a natural part of instruction.

Value Percent of Responses to this Question Schools
Never  2% 2
Seldom  8% 9
Sometimes  48% 55
Frequently  42% 48
Always  1% 1

27

27. Our professional development promotes deep understanding of a topic.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 3
Sometimes  46% 53
Frequently  49% 57
Always  2% 2

42

42. At my school, teachers learn through a variety of methods (e.g. hands-on activities, discussion, dialogue, writing, demonstrations, practice with feedback, group problem solving).

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  22% 25
Frequently  67% 76
Always  11% 13

53

53. At our school, teachers can choose the types of professional development they receive (e.g. study group, action research, observations).

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  16% 18
Sometimes  48% 55
Frequently  34% 39
Always  1% 1
Collaboration

6

6. Our faculty learns about effective ways to work together.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  32% 37
Frequently  62% 71
Always  4% 5

23

23. My school structures time for teachers to work together to enhance student learning.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 3
Sometimes  36% 42
Frequently  53% 61
Always  8% 9

28

28. Our school's teaching and learning goals depend on staff's ability to work well together.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  1% 1
Sometimes  22% 25
Frequently  72% 83
Always  4% 5

43

43. Our school leaders encourage sharing responsibility to achieve school goals.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  14% 16
Frequently  60% 68
Always  26% 30

58

58. Our principal models effective collaboration.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  4% 4
Sometimes  27% 31
Frequently  47% 54
Always  22% 25

CONTENT

Equity

24

24. At our school, we adjust instruction and assessment to meet the needs of diverse learners.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  0%
Sometimes  5% 6
Frequently  70% 80
Always  24% 28

33

33. Teachers show respect for all of the student sub-populations in our school (e.g. poor, minority).

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  0%
Frequently  39% 45
Always  61% 70

37

37. Teachers at our school expect high academic achievement for all of our students.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  3% 4
Frequently  48% 55
Always  49% 56

44

44. We are focused on creating positive relationships between teachers and students.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  3% 3
Frequently  46% 53
Always  51% 58

59

59. Teachers receive training on curriculum and instruction for students at different levels of learning.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  2% 2
Sometimes  41% 47
Frequently  55% 63
Always  2% 2
Quality Teaching

7

7. Teachers are provided opportunities to gain deep understanding of the subjects they teach.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  39% 45
Frequently  55% 63
Always  3% 4

17

17. The professional development that I participate in models instructional strategies that I will use in my classroom.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  3% 3
Sometimes  32% 37
Frequently  63% 72
Always  2% 2

25

25. We use research-based instructional strategies.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  0%
Sometimes  6% 7
Frequently  64% 74
Always  29% 33

54

54. Our school's professional development helps me learn about effective student assessment techniques.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  46% 53
Frequently  50% 57
Always  1% 1

60

60. Our administrators engage teachers in conversations about instruction and student learning.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  1% 1
Sometimes  24% 27
Frequently  61% 70
Always  14% 16
Family Involvement

8

8. Teachers are provided opportunities to learn how to involve families in their children's education.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  3% 3
Sometimes  58% 67
Frequently  37% 42
Always  3% 3

31

31. Communicating our school mission and goals to families and community members is a priority.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  0%
Sometimes  26% 30
Frequently  58% 67
Always  15% 17

40

40. School leaders work with community members to help students achieve academic goals.

Value Percent of Responses to this Question Schools
Never  1% 1
Seldom  2% 2
Sometimes  47% 54
Frequently  49% 56
Always  2% 2

47

47. Our principal models how to build relationships with students' families.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  2% 2
Sometimes  32% 36
Frequently  52% 59
Always  15% 17

55

55. Teachers work with families to help them support students' learning at home.

Value Percent of Responses to this Question Schools
Never  0%
Seldom  0%
Sometimes  33% 38
Frequently  56% 64
Always  11% 12