Faculty Survey

Standard #3: Organizational Design and Staff

The organizational structure of the institution provides the vehicle for carrying out the established philosophy, mission, beliefs, and/or objectives of the educational program and support services. A clearly defined set of reporting relationships exists, and administrative, instructional, and support staff are qualified, competent and sufficient in number to allow the effective delivery of quality education to students. Staff assessment procedures are in place, are clear to all involved, and are collaborative. On-going professional development, clearly defined roles and responsibilities, and collegial relationships among staff and administration are evident and conducive to cooperative action.

Faculty

Survey

4 < > 1

Indicator

3.50

a.) A clearly understood table of organization exists with written job descriptions that specify levels of responsibility and reporting relationships.

3.17

b.) Administrative, instructional, and support staff are qualified, competent, and sufficient in number to meet the needs of the total educational program, student services, student activities, and the students enrolled.

3.53

c.) Staff members possess the qualifications of education, preparation, experience, and commitment that contribute to effective learning. Staff members are assigned to work by reason of their training and/or expertise.

3.43

d.) Designated, qualified leadership provides coordination and direction for the instruction, activities, and services the school provides.

3.54

e.) The school leadership and staff work cooperatively to create a climate for teaching and learning that fosters that attainment of the school's philosophy, mission, beliefs, and/or objectives.

3.53

f.) Personnel policies and regulations for the operation of the organization are written and available to all employees.

3.26

g.) Procedures are in place for determining adequate compensation, arriving at reasonable work loads and acceptable working conditions, and defining just and fair treatment, professional satisfaction, and good general morale among all segments of the school's staff.

3.54

h.) A clearly defined system of appraisal of staff exists that is based on predetermined criteria. It is conducted with the knowledge of the staff member and reported in writing. Staff members have an opportunity to discuss and appeal any aspects of the appraisal.

3.37

i.) School leadership supports a comprehensive program of professional development for all staff that addresses school-wide learning expectations and specific student needs by allocating appropriate time and resources.

3.09

j.) Staff development programs are developed following needs assessment with appropriate input from school personnel in planning and evaluating the programs.

Sample Faculty Comments

• We do not have enough staff for tech support.
• More direction is needed for attendance procedures and assemblies and other events.
• Staff development programs provided directly by the district often seem motivated by what is currently available, rather than by the needs dictated by the school and/or its long-range plan.
• District leadership does not support a comprehensive program of professional development for all staff that addresses district-wide expectations and needs by allocating time and resources.
• Suitable direction comes primarily from the building administration. Central office direction does not seem as clearly focused or well-thought out. With such a stable teaching staff, much more emphasis on providing in-service education is needed.
• I don't believe that we have enough instructional and support staff to meet the needs of our academic support students.
• Policies are written and in place. The majority of support staff are excellent.
• Job descriptions and duties are listed in the teacher's handbook.
• A wide variety of professional development possibilities are provided to staff members.
• District leadership encourages professional development by the staff, and provides opportunities for input and ideas from staff.
• Enriching staff development opportunities are sorely needed.
• Some class sizes are excessive. Regular classes with large numbers of special education students should be assigned aides to help manage the class.
• Very little time during in-service or Act 80 days is allocated for professional development that is urgent, such as technology training on new systems/programs unfamiliar to staff. Mini-courses are offered after school or during the summer, when many staff members have other commitments.

Student Survey

Standard #3: Organizational Design and Staff

The organizational structure of the institution provides the vehicle for carrying out the established philosophy, mission, beliefs, and/or objectives of the educational program and support services. A clearly defined set of reporting relationships exists, and administrative, instructional, and support staff are qualified, competent and sufficient in number to allow the effective delivery of quality education to students. Staff assessment procedures are in place, are clear to all involved, and are collaborative. On-going professional development, clearly defined roles and responsibilities, and collegial relationships among staff and administration are evident and conducive to cooperative action.

Student

Survey

4 < > 1

Indicator

3.15

My teachers are qualified and competent.

3.16

My teachers create a positive learning environment in their classrooms.

3.39

My school has an adequate number of teachers and staff members.

Sample Student Comments

• There are a few teachers that I can think of off of the top of my head who I feel are not adequate to be teaching at this point. Honestly, I'm aware of Act 48 and they are the ones who need to take advantage of it to improve their teaching skills.
• I think they should have more than one teacher in the classroom because there are too many students for just one teacher to handle on his or her own.
• Smaller class sizes would be welcomed.
• I think when it comes to my teachers creating a positive environment in their classrooms, they do a very good job at it.
• We have an excellent teaching staff at our school.
• Certain teachers are amazing at their job and have a passion for teaching. Others in my opinion should be more helpful to students and explain things more. Some people just are not meant to be teachers.

Parent Survey

Standard #3: Organizational Design and Staff

The organizational structure of the institution provides the vehicle for carrying out the established philosophy, mission, beliefs, and/or objectives of the educational program and support services. A clearly defined set of reporting relationships exists, and administrative, instructional, and support staff are qualified, competent and sufficient in number to allow the effective delivery of quality education to students. Staff assessment procedures are in place, are clear to all involved, and are collaborative. On-going professional development, clearly defined roles and responsibilities, and collegial relationships among staff and administration are evident and conducive to cooperative action.

Parent

Survey

4 < > 1

Indicator

2.85

Teachers are qualified and competent to meet student needs.

2.74

Teachers create a productive learning environment for students.

3.06

The school has an adequate number of teachers and staff members.

2.81

Instructional activities and school services are well coordinated by school leaders and staff members who are qualified and competent.

Sample Parent Comments

• Class sizes too large; inability to offer more advanced programs (e.g., AP Physics; orchestra; jazz band) because of lack of faculty.
• There are some teachers that need to change with the times and be willing to be taught by other peers. The concept of teamwork is not always evident as well.
• Most teachers [are fine]; there are a few who don't do more than necessary.
• I was surprised at the poor quality of much of the program. People in the community assume and assert there is a quality there that is often lacking. It is unfortunate that the poor educators are allowed to overshadow the excellent teachers.
• Poor teachers are protected and students are forced into their classes. Teachers' lack of compliance with programs, processes and standards is tolerated. Good and excellent teachers are not allowed the opportunity to lead their departments. They are marginalized by administration. Instructional mediocrity is the watchword.
• Auditorium too small, band and chorus rooms inadequate for the number of participants. Weight room is ok if you are a member of the football team; however, other sports have very limited use.
• There should be some way for parents to evaluate a teacher that isn't teaching effectively, or a teacher that is teaching above the standard.

Faculty Survey

Standard #4 Educational Programs

The educational programs consist of both carefully planned and well executed curriculum programs that include appropriate standards, solid instructional pedagogy, and appropriate assessment based on research and best practices. The educational programs are sufficiently financed, periodically reviewed, and mission-appropriate. They are developed to meet and address the needs of students and are designed to produce student learning at all levels. Effective policies and practices are in place along with instructional materials, technology, and equipment that are appropriate, functional and well-maintained.

Faculty

Survey

4 < > 1

Indicator

3.52

a.) The educational program (including curriculum, instruction, and assessment) is clearing defined, approved by the school's governance, and is consistent with the philosophy, mission, beliefs, and/or objectives of the school.

3.49

b.) The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits.

3.35

c.) Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

3.15

d.) Resources required to implement the educational program are available and utilized.

2.91

e.) Instructional materials are up-to-do-date, sufficient, and appropriately supported through adequate funds provided in an annual budget.

3.36

f.) Consideration is given to the ages and varying levels of ability of students, and the instructional program is designed to meet students' needs in accord with the school's philosophy, mission, beliefs, and/or objectives.

3.20

g.) Curriculum and instruction policies and procedures provide direction to the staff and administration in the development, implementation, and improvement of the educational program.

2.84

h.) Provision is made for both horizontal and vertical articulation and coordination among and between the levels within the school/district.

3.00

i.) Admission and placement procedures are well-defined, well-administered, unbiased, and equitable.

3.32

j.) The educational program, school policies and 5 procedures, and other pertinent information relating to students are available in printed form to students and parents.

3.56

k.) Educational programs are aligned with state, local, and district requirements and necessary and are supported by adequate record-keeping and good communication.

Sample Faculty Comments

• The High School's educational programs are well designed and articulated, and offer challenges and opportunities for students' academic and personal growth.
• We give students an excellent overview in many different subject matters. Teachers are committed to excellence.
• Computer labs have insufficient numbers of computers for most class sizes, and frequently some of these computers or printers necessary do not work properly.
• We seldom have opportunity to collaborate across levels.

Note: While the faculty scores this section well, the comments above indicate some need to review and/or better utilize our Educational Programs.

Student Survey

Student

Survey

4 < > 1

Indicator

3.02

8. My school has a clear relevant up-to-date curriculum.

2.91

9. Instructional materials and resources are up-to-date and readily available to students.

3.27

10. The curriculum meets the educational needs of students at all levels (high performing students, special education, etc.)

3.43

11. The school provides students with adequate library/media services.

Sample Student Comments

• Some of the books, such as English and Literature and books like Algebra and Geometry are way out of date and overlap.
• All my teachers are very good at explaining things.
• I think the school could be better in getting more up to date books for the students to learn from.
• While our curriculum is good, there are certain departments (i.e. tech ed, business ed.) who should be allowed to expand to feed the interests of students. I would love to see a PC repair course in this high school, but I doubt I ever will because we don't have the support to expand. Also, when there is money to build a football field, there should be money for new books for students to use. Also, I know this is a stretch, but many schools have made the initial investment (Cedar Cliff High School in particular) to provide all students with laptops, while it is an investment, the students then can have ebooks and such and they are maintained with the help of students who volunteer with the IT staff.

Note: While the students seem generally pleased with the educational programs offered, they do indicate that the school’s resources could be updated and made more available.

Parent Survey

Parent

Survey

4 < > 1

Indicator

3.16

1. The school program provides instruction in basic core academic subjects.

3.22

2. The school program provides instruction in courses such as the arts, health, physical education, world languages and cultures, and technology.

2.94

3. The school has a clear, relevant, up-to-date curriculum

2.81

4. Instructional materials and resources are current, age-appropriate, and readily available to students.

2.86

5. The curriculum meets the needs of students of all ability levels.

Sample Parent Comments

• There's not always enough resource time, especially for those who don't have computers. Especially, if taking a lot of classes.
• Too much focus on protecting past practice rather than proactive efforts towards current and relevant curriculum. Program is what teachers want to teach with little regard for PA academic standards or student needs/interests.
• There is an inadequate utilization of local resources to enrich, enhance and advance the curriculum.

Note: Lower parent numbers indicate less confidence in the school’s curriculum and resources. This may indicate a need to make the curriculum more available to parents.