You are invited to take part in the VISTA survey. The purpose of this survey is to provide ESE your feedback on your district and the state’s programs to support statewide reform efforts. The survey is divided into five main modules, plus a small number of demographic questions:
i.Demographic questions
A.State Curriculum Frameworks
B.Role of Evaluation in Supporting Educator Growth and Development
C.Educator Pipeline Development:Preparing, Hiring, and Retaining Educators
D.Social and Emotional Learning, Health, and Safety
E.ESE Overall Support
The survey should take approximately 20 to 30 minutes to complete.
You may wish to have a designee from your district staff complete one or more of the five modules. If you do so, you will need to provide them with your link to the survey. If you are unsure about a question, please respond in a manner that most closely reflects your experiences or seek information from others (e.g., Curriculum Directors) to provide an answer.
Taking part in this study is completely voluntary. You can withdraw from the study at any time bydiscontinuing the survey and you may choose not to respond to any question within the survey(except the required demographic questions in the first section). There are no known risks or discomforts associated with this survey. Although you will receive no direct benefits for completing the survey, doing so will provide information that may be useful to improve teaching and learning.
Your responses will be kept confidential and stored in secure electronic files. Any report of this research that is made available to the public will not include your name or any other individual information by which you could be identified. No individual responses will be reported.
If you have questions or want a copy or summary of this study’s results, contact Laura Egan, Westat VISTA Project Director, at . If you have questions about your rights and welfare as a research participant, please call the Westat Human Subjects Protections office at 1-888-920-7631. Please leave a message with your full name, the name of the research study that you are calling about (the VISTA study), and a phone number beginning with the area code. Someone will return your call as soon as possible. Please feel free to print a copy of this consent page to keep for your records.
Clicking the “Next” button below indicates that you are 21 years of age or older and indicates your consent to participate in this survey.
i. DEMOGRAPHICS
i1. What grade levels does your district serve?
SELECT ALL THAT APPLY
0□All Grades, Pre-K–12
1□All Grades, K–12
2□Kindergarten
3□Grade 1
4□Grade 2
5□Grade 3
6□Grade 4
7□Grade 5
8□Grade 6
9□Grade 7
10□Grade 8
11□Grade 9
12□Grade 10
13□Grade 11
14□Grade 12
15□Grade 13 (students aged 18–22)
i2.Including the current school year (2017–18), how long have you worked as a district-level and/or schoollevel administrator?
Please do not include student practicum.
Years- Total amount of time as a district-level administrator
- Total amount of time as a district-level administrator in current district
- Total amount of time as a school-level administrator
i3.Since September 2011, how many different people have served as Superintendent (or acting/interim Superintendent) in your district?
Please include the current superintendent.
_ _ / Number of Superintendents since September 2011i4.Are you a leader of a charter school/district?
1□Yes
2 □ No
VISTA 2018 District Survey1
A. STATE CURRICULUM FRAMEWORKS
This module asks for your views on the alignment, support and implementation of the Massachusetts Curriculum Frameworks (English Language Arts & Literacy, Mathematics, and Science and Technology/Engineering) in your district.
A1.Please indicate your agreement with the following statements about the 2017Massachusetts English Language Arts (ELA) & Literacy Curriculum Framework.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Strongly / Don’t Knowa.The 2017ELA/Literacy Curriculum Framework sets appropriate expectations for student learning at each grade level. / 1 □ / 2 □ / 3□ / 4□ / -1□
b.The 2017ELA/LiteracyCurriculum Frameworkpositively affects the degree to which students are prepared for college or career. / 1 □ / 2 □ / 3□ / 4□ / -1□
c.Teachers have made instructional shifts over the last year to ensure students meet the expectations of the state’s current 2017 ELA/Literacy Curriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
d.State assessments provide useful information about students’progress mastering the expectations set in the2017ELA/LiteracyCurriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
A2.Please indicate the degree to which you think the following district or school resources are aligned to the 2017Massachusetts English Language Arts (ELA) & Literacy Curriculum Framework.
Not At All Aligned / Somewhat Aligned / Aligned / Strongly Aligned / Don’t Know- District-wide ELA/Literacy common assessments
b.ELA/Literacy assessments created or selected by teachers / 1 □ / 2 □ / 3 □ / 4 □ / -1□
c.ELA/Literacy texts used in your schools / 1 □ / 2 □ / 3 □ / 4 □ / -1□
d.ELA/Literacy curriculum selected or developed by your district / 1 □ / 2 □ / 3 □ / 4 □ / -1□
e.Professional development activities in this school year / 1 □ / 2 □ / 3 □ / 4 □ / -1□
A3.Please indicate your agreement with the following statements about the 2017Mathematics Curriculum Framework.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Strongly / Don’t Knowa.The 2017MathematicsCurriculum Framework sets appropriate expectations for student learning at each grade level. / 1 □ / 2 □ / 3□ / 4□ / -1□
b.The 2017MathematicsCurriculum Frameworkpositively affects the degree to which students are prepared for college or career. / 1 □ / 2 □ / 3□ / 4□ / -1□
c.Teachers have made instructional shifts over the last year to ensure students meet the expectations of the state’s current 2017MathematicsCurriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
d.State assessments provide useful information about students’ progress mastering the expectations set in the 2017Mathematics Curriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
A4.Please indicate the degree to which you think the following district or school resources are aligned to the 2017Mathematics Curriculum Framework.
Not At All Aligned / Somewhat Aligned / Aligned / Strongly Aligned / Don’t Know- District-wide mathematics common assessments
b.Mathematics assessments created or selected by teachers / 1 □ / 2 □ / 3 □ / 4 □ / -1□
c.Mathematics textbooks used in your schools / 1 □ / 2 □ / 3 □ / 4 □ / -1□
d.Mathematics curriculum selected or developed by your district / 1 □ / 2 □ / 3 □ / 4 □ / -1□
e.Professional development activities in this school year / 1 □ / 2 □ / 3 □ / 4 □ / -1□
A5.Please indicate your agreement with the following statements about the 2016Science and Technology/Engineering (STE) Curriculum Framework.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Strongly / Don’t Knowa.The 2016Science and Technology/Engineering(STE) Curriculum Framework sets appropriate expectations for student learning at each grade level. / 1 □ / 2 □ / 3□ / 4□ / -1□
b.The 2016STECurriculum Frameworkpositively affects the degree to which students are prepared for college or career. / 1 □ / 2 □ / 3□ / 4□ / -1□
c.Teachers have made instructional shifts over the last year to ensure students meet the expectations of the state’s current 2016STE Curriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
d.State assessments provide useful information about students’ progress mastering the expectations set in the 2016STECurriculum Framework. / 1 □ / 2 □ / 3□ / 4□ / -1□
A6.Please indicate the degree to which you think the following district or school resources are aligned to the2016 Science and Technology/Engineering (STE) Curriculum Framework.
Not At All Aligned / Somewhat Aligned / Aligned / Strongly Aligned / Don’t Knowa.District-wide STE common assessments / 1 □ / 2 □ / 3 □ / 4 □ / -1□
b.STE assessments created or selected by teachers / 1 □ / 2 □ / 3 □ / 4 □ / -1□
c.STE textbooks used in your schools / 1 □ / 2 □ / 3 □ / 4 □ / -1□
d.STE curriculum selected or developed by your district / 1 □ / 2 □ / 3 □ / 4 □ / -1□
e.Professional development activities in this school year / 1 □ / 2 □ / 3 □ / 4 □ / -1□
A7.Prioritize the guidance needed to successfully implement the 2017 English Language Arts (ELA) and Literacy Curriculum Framework.
ELA/Literacy framework implementation guidance on… / NoNeed / Low Priority / ModeratePriority / High Priority / Don’t Knowa.which curricula are best aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
b.developing curriculum that is well aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
c. how to support English learners in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
d. how to support students with disabilities in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
A8.Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Mathematics framework implementation guidance on… / NoNeed / Low Priority / ModeratePriority / High Priority / Don’t Know
a.which curricula are best aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
b.developing curriculum that is well aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
c. how to support English learners in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
d. how to support students with disabilities in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
A9.Prioritize the guidance needed to successfully implement the 2016Science and Technology/Engineering (STE) Curriculum Framework.
Science and Technology/Engineeringframework implementation guidance on… / NoNeed / Low Priority / ModeratePriority / High Priority / Don’t Know
a.which curricula are best aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
b.developing curriculum that is well aligned / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
c. how to support English learners in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
d. how to support students with disabilities in mastering the expectations / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
A10.Thinking of all three Curriculum Frameworks (English Language Arts/Literacy, Mathematics, and Science and Technology/Engineering), prioritize the guidance needed to successfully implement them for the following factors.
For all three curriculum frameworks,implementation guidance on… / NoNeed / Low Priority / ModeratePriority / High Priority / Don’t Know
a. identifying professional development providers to support implementation of curricula / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
b. how to embed students’ social and emotional learning into the district’s curricula / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
c.Other (specify):
______/ 1 □ / 2 □ / 3 □ / 4 □ / -1 □
B. ROLE OF EVALUATION IN SUPPORTING EDUCATOR GROWTH AND DEVELOPMENT
The Role of Evaluation in Supporting Educator Growth and Development section (Module B) asks for your views on the role of evaluation in supporting educator growth and development in your schools or district. It first asks for your views on the role of evaluation in supporting principalgrowth and development. It then asks for your views on the role of evaluation in supporting teacher growth and development in your school or district.
B1. Please indicate your agreement with the following statements about the principal evaluation systemused in your district.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Stronglya.The principal evaluation system is effective in identifying outstanding school leaders. / 1 □ / 2 □ / 3 □ / 4□
b.The principal evaluation system is effective in identifying school leaders who are struggling. / 1 □ / 2 □ / 3 □ / 4□
c.Overall, the evaluation system used in my district for assessing administrators generates fair results. / 1 □ / 2 □ / 3 □ / 4□
B2. Over the course of the school week, approximately what percent of your time do you, on average, spend supporting your building administrators, versus other administrative duties?
______(Please enter number)
This next series of questions asks your views on the role of evaluation and evaluation resources in supporting teacher growth and development in your district.
B3. Please evaluate the usefulness of the following ESE resources during this school year.
Never Heard of This Resource / Heard of Resource but Haven’t Used It / Used Resource but Found It NOT Useful / Found Resource Useful / Found Resource Very Usefula.Calibration Video Library (42 classroom instruction videos) / 1 □ / 2 □ / 3□ / 4 □ / 5 □
b.Transforming Educator Evaluation in Massachusetts (TEEM) Video Series / 1 □ / 2 □ / 3□ / 4 □ / 5 □
c.‘What to Look For’ Observation Guides / 1 □ / 2 □ / 3□ / 4 □ / 5 □
d.Model Feedback Surveys / 1 □ / 2 □ / 3□ / 4 □ / 5 □
e.Writing Standards In Action / 1 □ / 2 □ / 3□ / 4 □ / 5 □
f.Quick Reference Guides for the Curriculum Frameworks / 1 □ / 2 □ / 3□ / 4 □ / 5 □
g.Instructional Support Networks / 1 □ / 2 □ / 3□ / 4 □ / 5 □
h.Guidebook for Inclusive Practice / 1 □ / 2 □ / 3□ / 4 □ / 5 □
- Center for Instructional Support Newsletter
- Teachers’ Top 3
k. Other (specify)
______/ 1 □ / 2 □ / 3□ / 4 □ / 5 □
B4. Below is a series of statements about the teacher evaluation system used in your district. To what extent do you agree with the following statements?
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Strongly / Don’t Knowa.The evaluation system used in my district is effective in identifying outstanding teachers. / 1 □ / 2 □ / 3 □ / 4 □ / -1□
b.The evaluation system used in my district is effective in identifying teachers who are struggling. / 1 □ / 2 □ / 3 □ / 4 □ / -1□
c.The district’s evaluation staff has the appropriate content knowledge to evaluate teacher performance. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
- The evaluation system used in my district is an effective tool to support teacher growth and development.
- Overall, the evaluation system used for assessing teachers generates fair results.
B5.These statements relate to student and staff feedback that is used in your district’s evaluation system.Please estimatethe percentage of educators within your district whodo the following.
Please enter a whole percent number / Don’t Knowa.Teachers in my district who collect student feedback (e.g., surveys, exit tickets, group discussions) as evidence in their evaluation process / | | | | / -1□
b.Teachers in my district who use ESE’s model student feedback surveys / | | | | / -1□
c.Administrators in my district who collect staff feedback as evidence in their evaluation process / | | | | / -1 □
B5.2. How does your district want teachers to use student feedback?
SELECT ALL THAT APPLY
1□For self-assessment/self-reflection
2□Toinform goal-setting
3□For formative assessment
4□To inform summative ratings
5□As evidence of practice in the evaluation process
B6.Please indicate the percentage of educators within your district who have common assessments that are used as evidence in the district’s educator evaluation system.
Please enter a whole percent number / Don’t Knowa.Teachers who use district common assessments as a part of their educator evaluation process / | | | | / -1□
- Teachers who use educator-chosen classroom assessments as a part of their educator evaluation process
c.Teachers who set a goal for student performance before administeringa common assessment / | | | | / -1 □
C. EDUCATOR PIPELINE DEVELOPMENT: Preparing, Hiring and Retaining Educators
The Educator Pipeline Development section (Module C) asks for your views on developing, hiring and retaining effective educators in your schools or district.
C1. Please indicate your agreement with the following statements.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Stronglya.In general, I believe that it is possible for first-year teachers to positively impact student learning from their first day in the classroom. / 1 □ / 2 □ / 3 □ / 4 □
b. I have strategic partnerships with teacher and principal preparation providers that help ensure I can meet my hiring needs. / 1 □ / 2 □ / 3□ / 4 □
c. My district’s processes and timelines for hiring support my ability to recruit and hire top talent. / 1 □ / 2 □ / 3□ / 4 □
d. First-year teachers in my district receive induction and mentoring support that positively impact retention. / 1 □ / 2 □ / 3 □ / 4 □
C2.1. Please tell us the number of first-year principals you have in your district now, and in the past.
Please enter number / Don’t Knowa.Number of first-year principals currently / | | | | / -1 □
b. Number of first-year principals you have hired in the last 3 years (include current in your total) / | | | | / -1 □
C2.2. For this current school year,please indicate the number of first-year principals within your district that met each level of readiness.
Readiness level / Please enter numbera. Fully ready (immediately impactful in leading a school) / ______(Enter number)
b. Mostly ready (able to successfully lead in most key areas) / ______(Enter number)
c. Moderately ready (needed additional support, training and/or coaching to be successful) / ______(Enter number)
d. Minimally ready (limited success meeting the needs of the school and improving outcomes) / ______(Enter number)
e. Not ready (unable to meet the needs of the school) / ______(Enter number)
C3. When hiring a new principal, which of the following attributes are the most important when making the decision to hire? Please select the three most important attributes.
The new principal: / Most Important Attribute / Second Most Important Attribute / Third Most Important Attributea. uses data to make informed decisions. / 1 □ / 2 □ / 3 □
b. facilitates professional learning that improves instructional practice. / 1 □ / 2 □ / 3□
c. provides high-quality feedback through the observation and evaluation process. / 1 □ / 2 □ / 3□
d.manages daily operations of a school effectively. / 1 □ / 2 □ / 3 □
e. engages families and communities in support of student needs. / 1 □ / 2 □ / 3 □
f.fosters collaborative environment that reinforces a school’s vision. / 1 □ / 2 □ / 3□
g.is culturally competent. / 1 □ / 2 □ / 3□
h. has the dispositions necessary for engaging effectively with students and adults. / 1 □ / 2 □ / 3 □
i. Other (specify):
______/ 1 □ / 2 □ / 3 □
C4. How frequently are you unable to hire an ideal candidate for a principal vacancy?
1 □All of the time
2 □Most of the time
3 □Some of the time
4 □I am usually able to hire an ideal candidate
C5. When hiring a prospective principal, what components of the hiring process most influence your judgments? Please select the three most important components.
Component / Most Important Component / Second Most Important Component / Third Most Important Componenta. Interviews / 1 □ / 2 □ / 3 □
b. Performance tasks / 1 □ / 2 □ / 3 □
c. Artifacts of practice (e.g., portfolio) / 1 □ / 2 □ / 3 □
d. Recommendations or referrals / 1 □ / 2 □ / 3 □
e. Resume / 1 □ / 2 □ / 3 □
f. Site visits / 1 □ / 2 □ / 3 □
g. Current student achievement and/or prior student performance data / 1 □ / 2 □ / 3 □
h. Whether the individual was an assistant principal or administrative intern in my district / 1 □ / 2 □ / 3 □
C6. How often do you use the following source(s) for new hires (both teacher and administrators) for your district?
Note: Sources are not mutually exclusive.
Source / None or Almost None / A Few / Some / Most / All or Almost All / Don’t Knowa.Grow-your-own models / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1□
b. Traditional teacher/administrator preparation providers / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1□
c. Alternative teacher/administrator preparation providers / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1 □
d. Residency programs operating in our district / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1□
e. Approved district-operated preparation program / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1□
f. Individuals placed in our district for student teaching or as administrative interns / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1 □
g. General recruitment efforts (e.g. online job posting, job fairs, etc.) / 1 □ / 2 □ / 3 □ / 4 □ / 5 □ / -1 □
C7. Please indicate your agreement with the following statements about student teachers (individuals enrolled in a teacher preparation program who are completing their practicum) and induction/mentoring support for first year teachers/administrators.
Disagree Strongly / Disagree Somewhat / Agree Somewhat / Agree Strongly / Don’t Knowa.Student teachers contribute to the outcomes of PK–12 students in the classrooms in which they work. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
b.Student teachers provide supervising practitioners (e.g. cooperating teachers) with a valuable professional growth opportunity. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
c. Student teachers are intentionally assigned classrooms that serve PK–12 students and the development of the student teacher equally well. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
d. New administrators are strategically assigned a mentor. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
e. Mentors in my school/district are outstanding, proven teachers/principalswho consistently demonstrate exemplary practice. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
f. Serving as a supervising practitioner or a mentor is an effective strategy for retaining high-performing educators. / 1 □ / 2 □ / 3 □ / 4 □ / -1 □
D. SOCIAL and EMOTIONAL LEARNING, HEALTH, & SAFETY
This section (Module D) asks for your views on the social and emotional learning supports and resources in your district, and solicits your feedback on ESE’s 2017 school climate surveys.
D1. To help students master the Massachusetts’ state standards, to what extent could principals in your district benefit from support in the following?
Principals could benefit from strategies to… / Not At All / Minimal Extent / Moderate Extent / Large Extent- support teachers as they integrate the development of students’ social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).
- integrate the development of students’ social and emotional competencies into their instructional leadership and school-wide systems and structures.
- support students with different types of social and emotional learning needs within their school.
D2. Thinking of your district’s student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?