5essentials full report - norridge · 2016-01-25 · teachers report that other teachers in the...

2015

5Essentials FullReportReport for J Giles Elem School

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Table of Contents

The 5Essentials .......................................................................................................................................... 0

Effective Leaders........................................................................................................................................ 0

Measures of Effective Leaders .............................................................................................................. 0

Collaborative Teachers.............................................................................................................................. 0

Measures of Collaborative Teachers ..................................................................................................... 0

Involved Families ....................................................................................................................................... 0

Measures of Involved Families .............................................................................................................. 0

Supportive Environment............................................................................................................................ 0

Measures of Supportive Environment.................................................................................................... 0

Ambitious Instruction ................................................................................................................................ 0

Measures of Ambitious Instruction......................................................................................................... 0

2015 survey results for J Giles Elem School. Produced by UChicago Impact.

State of Illinois

J Giles Elem School2015 5Essentials Performance

Survey Response Rates

Respondent Response Rate (The State of Illinois)Students 70.1 (71%)Teachers 81.3% (76%)

Survey results are available to schools if they have at least 8valid student or teacher responses and if at least 50% oftheir students or teachers responded.

5Essentials Predicts School Improvement

School improvement is challenging work. Withoutstrength in multiple areas, schools often struggle toimprove. Researchers at the University of ChicagoConsortium on Chicago School Research used 20years of evidence to define five essentialcomponents of organization and climate related toimproving schools. What they found is compelling.These researchers showed that schools strong onthese Essentials are more likely to:

• improve student learning and attendance yearafter year;

• graduate students from high school;• improve student ACT scores;• get students into college; and• keep their teachers.

In fact, schools strong on at least 3 out of 5Essentials are 10 times more likely to improvestudent learning.

5Essentials at J Giles Elem School

J Giles Elem School completed the 2015 Illinois5Essentials Survey in 2015. The results of thesesurveys at indicate that J Giles Elem School ismoderately organized for improvement.

Each of the Essentials provides a different lens intothe organizational and learning conditions at JGiles Elem School and provides guidance on howa school can organize its work:

Ambitious Instruction: Classes arechallenging and engaging. Average ImplementationEffective Leaders: Principals And Teachers Implement A Shared Vision For Success. AverageImplementationCollaborative Teachers: Teachers Collaborate To Promote Professional Growth. AverageImplementationInvolved Families: The Entire Staff Builds Strong External Relationships. Average ImplementationSupportive Environment: The School Is Safe, Demanding, And Supportive. AverageImplementation

1


Performance: Average Implementation

In Schools With Effective Leaders, Principals AndTeachers Work Together To Implement A SharedVision. In Such Schools, People, Programs, AndResources Are Focused On A Vision For SustainedImprovement. Leaders:

• Practice Shared Leadership,• Set High Goals For Quality Instruction,• Maintain Mutually Trusting And Respectful

Relationships,• Support Professional Advancement For Faculty

And Staff, And• Manage Resources For Sustained Program

Improvement (Not Measured).

J Giles Elem School Received A Score Of 42 OnEffective Leaders, Representing Its AggregatePerformance Across Four Key Indicators Of ThisEssential:

• Program Coherence (44 - AverageImplementation)

• Teacher-Principal Trust (58 - AverageImplementation)

• Teacher Influence (40 - Average Implementation)• Instructional Leadership (27 - Less

Implementation)

J Giles Elem SchoolPerformance On Effective Leaders

Measures For Effective Leaders

Program Coherence

Teacher-Principal Trust

Teacher Influence

Instructional Leadership

Performance On Effective Leaders Over Time

Trends For Effective Leaders

2


Program Coherence


Program CoherenceSchool Programs Are Coordinated And ConsistentWith Its Goals For Student Learning.

J Giles Elem SchoolPerformance On Program Coherence

Program Coherence Over Time

Trends For Program Coherence

3


What Are These Results Based On?

This School’s Performance On This Measure Is Based On The Questions Shown Below. RelativePerformance Is Based On How Responses In This School Compare To The Benchmark

Teachers Report The Following:

Many Special Programs Come And Go AtThis School.

Once We Start A New Program, We FollowUp To Make Sure That It’s Working.

Curriculum, Instruction, And LearningMaterials Are Well Coordinated Across TheDifferent Grade Levels At This School.

We Have So Many Different Programs InThis School That I Can’t Keep Track OfThem All.

4


There Is Consistency In Curriculum,Instruction, And Learning Materials AmongTeachers In The Same Grade Level At ThisSchool.

5


Teacher-Principal Trust


Teacher-Principal TrustTeachers And Principals Share A High Level OfMutual Trust And Respect.

J Giles Elem SchoolPerformance On Teacher-Principal Trust

Teacher-Principal Trust Over Time

Trends For Teacher-Principal Trust

6





It’s OK In This School To Discuss Feelings,Worries, And Frustrations With ThePrincipal.

The Principal Looks Out For The PersonalWelfare Of The Faculty Members.

I Trust The Principal At His Or Her Word.

The Principal At This School Is An EffectiveManager Who Makes The School RunSmoothly.

7


The Principal Places The Needs Of ChildrenAhead Of Personal And Political Interests.

The Principal Has Confidence In TheExpertise Of The Teachers.

The Principal Takes A Personal Interest InThe Professional Development Of Teachers.

Teachers Feel Respected By The Principal

8


Teacher Influence


Teacher InfluenceTeachers Have Influence In A Broad Range OfDecisions Regarding School Policies And Practices.

J Giles Elem SchoolPerformance On Teacher Influence

Teacher Influence Over Time

Trends For Teacher Influence

9




Teachers Report Having Influence On:

Planning How Discretionary School FundsShould Be Used.

Determining The Content Of In-servicePrograms.

Determining Books And Other InstructionalMaterials Used In Classrooms.

Establishing The Curriculum AndInstructional Program.

10


Setting Standards For Student Behavior.

11


Instructional Leadership

Performance: Less Implementation

Instructional LeadershipThe School Leadership Team Sets High StandardsFor Teaching And Student Learning.

J Giles Elem SchoolPerformance On Instructional Leadership

Instructional Leadership Over Time

Trends For Instructional Leadership

12




Teachers Report That A Member Of The School Leadership Team:

Knows What’s Going On In My Classroom.

Provides Me With Useful Feedback ToImprove My Teaching.

Has Provided Me With The Support I NeedTo Improve My Teaching.

Presses Teachers To Implement What TheyHave Learned In Professional Development.

13


Communicates A Clear Vision For OurSchool.

Makes Clear To The Staff The Leadership’sExpectations For Meeting InstructionalGoals.

14



In Schools With Strong Collaborative Teachers, AllTeachers Collaborate To Promote ProfessionalGrowth. In Such Schools, Teachers Are:

• Active Partners In School Improvement,• Committed To The School, And• Focused On Professional Development.

J Giles Elem School Received A Score Of 57 OnCollaborative Teachers, Representing Its AggregatePerformance Across Four Key Indicators Of ThisEssential:

• Collaborative Practices (68 - MoreImplementation)

• Collective Responsibility (49 - AverageImplementation)

• Quality Professional Development (78 - MoreImplementation)

• School Commitment (61 - More Implementation)• Teacher-Teacher Trust (29 - Less

Implementation)

J Giles Elem SchoolPerformance On Collaborative Teachers

Measures For Collaborative Teachers

Collaborative Practices

Collective Responsibility

Quality ProfessionalDevelopmentSchool Commitment

Teacher-Teacher Trust

Performance On Collaborative Teachers Over Time

Trends For Collaborative Teachers

15


Collaborative Practices

Performance: More Implementation

Collaborative PracticesTeachers Observe Each Others' Practice And WorkTogether To Review Assessment Data And DevelopInstructional Strategies.

J Giles Elem SchoolPerformance On Collaborative Practices

Collaborative Practices Over Time

Trends For Collaborative Practices

16




Teachers Report How Often They Have Done The Following:

Observed Another Teacher's Classroom ToOffer Feedback.

Observed Another Teacher's Classroom ToGet Ideas For Your Own Instruction.

Gone Over Student Assessment Data WithOther Teachers To Make InstructionalDecisions.

Worked With Other Teachers To DevelopMaterials Or Activities For ParticularClasses.

17


Worked On Instructional Strategies WithOther Teachers.

18


Collective Responsibility


Collective ResponsibilityTeachers Share A Strong Sense Of ResponsibilityFor Student Development, School Improvement, AndProfessional Growth.

J Giles Elem SchoolPerformance On Collective Responsibility

Collective Responsibility Over Time

Trends For Collective Responsibility

19




Teachers Report That Other Teachers In The School:

Feel Responsible When StudentsIn This School Fail.

Feel Responsible To Help EachOther Do Their Best.

Help Maintain Discipline In TheEntire School, Not Just TheirClassroom.

Take Responsibility ForImproving The School.

20


Feel Responsible For HelpingStudents Develop Self-control.

Feel Responsible That AllStudents Learn.

21


Quality Professional Development


Quality Professional DevelopmentProfessional Development Is Rigorous And FocusedOn Student Learning.

J Giles Elem SchoolPerformance On Quality Professional Development

Quality Professional Development Over Time

Trends For Quality ProfessionalDevelopment

22




Teachers Report That Professional Development This Year Has:

Included Opportunities To WorkProductively With Teachers From OtherSchools.

Included Enough Time To Think CarefullyAbout, Try, And Evaluate New Ideas.

Been Sustained And Coherently Focused,Rather Than Short-term And Unrelated.

Included Opportunities To WorkProductively With Colleagues In My School.

23


Been Closely Connected To My School’sImprovement Plan.

24


School Commitment


School CommitmentTeachers Are Deeply Committed To The School.

J Giles Elem SchoolPerformance On School Commitment

School Commitment Over Time

Trends For School Commitment

25





I Wouldn’t Want To Work In Any OtherSchool.

I Would Recommend This School To ParentsSeeking A Place For Their Child.

I Usually Look Forward To Each WorkingDay At This School.

I Feel Loyal To This School.

26


Teacher-Teacher Trust


Teacher-Teacher TrustTeachers Are Supportive And Respectful Of OneAnother, Personally And Professionally.

J Giles Elem SchoolPerformance On Teacher-Teacher Trust

Teacher-Teacher Trust Over Time

Trends For Teacher-Teacher Trust

27





Teachers In This School Trust Each Other.

It's OK In This School To Discuss Feelings,Worries, And Frustrations With OtherTeachers.

Teachers Respect Other Teachers Who TakeThe Lead In School Improvement Efforts.

Teachers At This School Respect ThoseColleagues Who Are Experts At Their Craft.

28


Teachers Feel Respected By Other Teachers

29



In Schools With Involved Families, The Entire StaffBuilds Strong External Relationships. Such Schools:

• See Parents As Partners In Helping StudentsLearn,

• Value Parents' Input And Participation InAdvancing The School's Mission, And

• Support Efforts To Strengthen Its Students'Community Resources.

J Giles Elem School Received A Score Of 43Represents Its Aggregate Performance Across ThreeKey Indicators Of Involved Families:

• Teacher-Parent Trust (53 - AverageImplementation)

• Parent Involvement In School (42 - AverageImplementation)

• Parent Influence On Decision Making In Schools(33 - Less Implementation)

J Giles Elem SchoolPerformance On Involved Families

Measures For Involved Families

Teacher-Parent Trust

Parent Involvement In School

Parent Influence On DecisionMaking In Schools

Performance On Over Time

Trends For Involved Families

30


Teacher-Parent Trust


Teacher-Parent TrustTeachers And Parents Are Partners In Improving StudentLearning.

J Giles Elem SchoolPerformance On Teacher-Parent Trust

Teacher-Parent Trust Over Time

Trends For Teacher-Parent Trust

31





Parents Do Their Best To HelpTheir Children Learn

Teachers Feel Good AboutParents' Support For Their Work

Parents Support TeachersTeaching Efforts

Teachers And Parents Think OfEach Other As Partners InEducating Children.

32


Staff At This School Work HardTo Build Trusting RelationshipsWith Parents.

Teachers Feel Respected By TheParents Of The Students

33


Parent Involvement In School


Parent Involvement In SchoolParents Are Active Participants In Their Child'sSchooling.

J Giles Elem SchoolPerformance On Parent Involvement In School

Parent Involvement In School Over Time

Trends For Parent Involvement In School

34




Teachers Report That Students' Parents:

Volunteered Time To SupportThe School (E.g., Volunteer InClassrooms, Help With School-wide Events, Etc.).

Contacted Me About TheirChild's Performance.

Respond To My Suggestions ForHelping Their Child.

Attended Parent-teacherConferences When YouRequested Them.

35


Parent Influence On Decision Making In Schools


Parent Influence On Decision Making In SchoolsThe School Has Created Opportunities For Parents ToParticipate In Developing Academic Programs AndInfluencing School Curricula.

J Giles Elem SchoolPerformance On Parent Influence On Decision

Making In Schools

Parent Influence On Decision Making In SchoolsOver Time

Trends For Parent Influence On DecisionMaking In Schools

36




Teachers Report That The School:

Involves Parents In Commenting On SchoolCurricula.

Develops Formal Networks To Link AllFamilies With Each Other (For Example:Sharing Parent Directories, Providing AWebsite For Parents To Connect With OneAnother, Etc.).

Encourages More-involved Parents ToReach Out To Less-involved Parents.

Involves Parents In The Development OfPrograms Aimed At Improving Students’Academic Outcomes.

37


Includes Parent Leaders From AllBackgrounds In School ImprovementEfforts.

38



In Schools With A Supportive Environment, TheSchool Is Safe, Demanding, And Supportive. In SuchSchools:

• Students Feel Safe In And Around The School,• They Find Teachers Trust-worthy And

Responsive To Their Academic Needs,• All Students Value Hard Work, And• Teachers Push All Students Toward High

Academic Performance.

J Giles Elem School Received A Score Of 57Represents Its Aggregate Performance Across FiveKey Indicators Of Supportive Environment:

• Peer Support For Academic Work (58 - AverageImplementation)

• Academic Personalism (61 - MoreImplementation)

• Safety (51 - Average Implementation)• Student-Teacher Trust (56 - Average

Implementation)

J Giles Elem SchoolPerformance On Supportive Environment

Measures For Supportive Environment

Peer Support For AcademicWorkAcademic Personalism

Safety

Student-Teacher Trust

Performance On Supportive Environment Over Time

Trends For Supportive Environment

39


Peer Support For Academic Work


Peer Support For Academic WorkStudents Demonstrate Behaviors That Lead ToAcademic Achievement.

J Giles Elem SchoolPerformance On Peer Support For Academic Work

Peer Support For Academic Work Over Time

Trends For Peer Support For AcademicWork

40




Students Report That Their Classroom Peers:

Think Doing Homework IsImportant.

Feel It Is Important To PayAttention In Class.

Feel It Is Important To Come ToSchool Every Day.

Try Hard To Get Good Grades.

41


Academic Personalism


Academic PersonalismTeachers Connect With Students In The ClassroomAnd Support Them In Achieving Academic Goals.

J Giles Elem SchoolPerformance On Academic Personalism

Academic Personalism Over Time

Trends For Academic Personalism

42




Students Report That Their Teacher:

Helps Me Catch Up If I Am Behind.

Notices If I Have Trouble LearningSomething.

Gives Me Specific Suggestions About How ICan Improve My Work In This Class.

Is Willing To Give Extra Help On SchoolworkIf I Need It.

43


Explains Things In A Different Way If I Don'tUnderstand Something In Class.

44


Safety


SafetyStudents Feel Safe Both In And Around The SchoolBuilding, And While They Travel To And From Home.

J Giles Elem SchoolPerformance On Safety

Safety Over Time

Trends For Safety

45




Students Report How Safe They Feel:

Outside Around The School.

Traveling Between Home And School.

In The Bathrooms Of The School.

In The Hallways Of The School.

46


In Their Classes

47


Student-Teacher Trust


Student-Teacher TrustStudents And Teachers Share A High Level Of MutualTrust And Respect.

J Giles Elem SchoolPerformance On Student-Teacher Trust

Student-Teacher Trust Over Time

Trends For Student-Teacher Trust

48




Students Report:

My Teachers Always Keep Their Promises

I Feel Safe And Comfortable With MyTeachers At This School.

My Teachers Will Always Listen To Students'Ideas.

My Teachers Treat Me With Respect.

49


Performance: AverageImplementation

In Schools With Strong Ambitious Instruction,Classes Are Challenging And Engaging. TheInstruction Is Clear, Well-structured, AndEncourages Students To Build And ApplyKnowledge. When Combined With A SupportiveEnvironment, Ambitious Instruction Has TheMost Direct Effect On Student Learning. It Is:

• Well-defined With Clear Expectations ForStudent Success,

• Interactive And Encourages Students ToBuild And Apply Knowledge,

• Well-paced (Not Measured), And• Aligned Across Grades (Not Measured).

J Giles Elem School Received A Score Of 58 OnAmbitious Instruction, Representing ItsAggregate Performance Across Four KeyIndicators Of This Essential:

• English Instruction (69 - MoreImplementation)

• Math Instruction (59 - AverageImplementation)

• Academic Press (54 - AverageImplementation)

• Quality Of Student Discussion (49 - AverageImplementation)

J Giles Elem SchoolPerformance On Ambitious Instruction

Measures For Ambitious Instruction

English Instruction

Math Instruction

Academic Press

Quality Of Student Discussion

J Giles Elem SchoolPerformance On Ambitious Instruction Over Time

Trends For Ambitious Instruction

50


English Instruction


English InstructionStudents Interact With Course Material And One AnotherTo Build And Apply Critical Reading And Writing Skills.

J Giles Elem SchoolPerformance On English Instruction

English Instruction Over Time

Trends For English Instruction

51




Students Report Doing The Following In English Class:

Rewrite A Paper Or Essay InResponse To Comments.

Improve A Piece Of Writing As AClass Or With Partners.

Debate The Meaning Of AReading.

Discuss How Culture, Time, OrPlace Affects An Author'sWriting.

52


Discuss Connections Between AReading And Real Life People OrSituations.

53


Math Instruction


Math InstructionStudents Interact With Course Material And One AnotherTo Build And Apply Knowledge In Their Math Classes.

J Giles Elem SchoolPerformance On Math Instruction

Math Instruction Over Time

Trends For Math Instruction

54




Students Report That They Do The Following In Math Class:

Write A Math Problem For OtherStudents To Solve.

Write A Few Sentences ToExplain How You Solved A MathProblem.

Apply Math To Situations In LifeOutside Of School.

Explain How You Solved AProblem To The Class.

55


Discuss Possible Solutions ToProblems With Other Students.

56


Academic Press


Academic PressTeachers Expect Students To Do Their Best And To MeetAcademic Demands.

J Giles Elem SchoolPerformance On Academic Press

Academic Press Over Time

Trends For Academic Press

57




Students Report The Following About One Specific Class:

The Teacher Asks Difficult Questions InClass

The Teacher Asks Difficult Questions OnTests

This Class Challenges Me

This Class Really Makes Me Think.

58


I Really Learn A Lot In This Class

This Class Requries Me To Work Hard To DoWell

The Teacher Wants Us To Become BetterThinkers, Not Just Memorize Things

The Teacher Expects Me To Do My Best AllThe Time

The Teacher Expects Everyone To WorkHard

59


Quality Of Student Discussion


Quality Of Student DiscussionStudents Participate In Classroom Discussions That BuildTheir Critical Thinking Skills.

J Giles Elem SchoolPerformance On Quality Of Student Discussion

Quality Of Student Discussion Over Time

Trends For Quality Of Student Discussion

60




Teachers Report The Following About Classroom Discussions:

Students Use Data And Text References ToSupport Their Ideas.

Students Provide Constructive Feedback ToTheir Peers And To Me.

Students Build On Each Other’s IdeasDuring Discussion.

Most Students Participate In The DiscussionAt Some Point.

61


Students Show Each Other Respect.

62


5essentials full report - norridge · 2016-01-25 · teachers report that other teachers in the...

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