Overview of the areas included in the survey
| Areas | Example items |
|---|---|
| Principal data | |
| Peer collaboration | Collegial relationships exist among district administrators that reflect commitment to school improvement efforts |
| Collective involvement | The district administrators incorporate advice from each other to make decisions |
| Resources | Time and resources are provided to facilitate collaborative work and continuous learning |
| Student-teacher dialogue | Primarily teachers as guide on the side as opposed to teachers as sage on the stage |
| Individualized instruction | Teaching methods are primarily individualized as opposed to whole class based |
| Learner control | Primarily student-defined learning plans as opposed to teacher-defined learning plans |
| Student-led use of technology in the classroom | Educational technology primarily as supporting student-led learning as opposed to teacher-led instruction |
| Teacher data | |
| School commitment | I feel loyal to this school |
| Climate about teachers | Teachers “go the extra mile” with their students |
| Leadership | The site administrators are clear about their values and practices what they preach |
| Peer collaboration | Teachers at this schoolwork together to seek knowledge, strategies and solutions to address diverse student needs and apply this new learning to their work |
| Teacher trust | Teachers in this school care about each other |
| Principal trust | I feel respected by the site administrators in this school |
| Parent trust | I feel respected by the parents of my students |
| Outreach to parents | Parents are involved with their child’s instructional program |
| Equity practices | Part of the responsibilities of an educator is to challenge school arrangements that maintain social inequalities |
| Student-teacher dialogue | I discuss assessment results together with every student |
| Individualized instruction | I have opportunities during the school day for individualized support for students |
| Learner control | I provide students the opportunity to create goals for their own learning |
| Technology exchanges | In my classroom, students’ laptop or tablet supports their learning |
| Student data | |
| Culture and climate | People at this school are friendly to me |
| Sense of belonging | I fit in with the students at this school |
| Safety | Students at this school are not threatened or bullied |
| Educator trust | My teacher really cares about me |
| Student-led learning | My teacher and I work together to set goals for my learning |
| Relevancy of schoolwork | I learn about important things |
| Teacher interactions | My teacher is available when I need him or her |
| Peer interactions | I can ask other students for help |
| Usefulness of mobile devices | My [mobile device] supports my learning |
| Areas | Example items |
|---|---|
| Peer collaboration | Collegial relationships exist among district administrators that reflect commitment to school improvement efforts |
| Collective involvement | The district administrators incorporate advice from each other to make decisions |
| Resources | Time and resources are provided to facilitate collaborative work and continuous learning |
| Student-teacher dialogue | Primarily teachers as guide on the side as opposed to teachers as sage on the stage |
| Individualized instruction | Teaching methods are primarily individualized as opposed to whole class based |
| Learner control | Primarily student-defined learning plans as opposed to teacher-defined learning plans |
| Student-led use of technology in the classroom | Educational technology primarily as supporting student-led learning as opposed to teacher-led instruction |
| School commitment | I feel loyal to this school |
| Climate about teachers | Teachers “go the extra mile” with their students |
| Leadership | The site administrators are clear about their values and practices what they preach |
| Peer collaboration | Teachers at this schoolwork together to seek knowledge, strategies and solutions to address diverse student needs and apply this new learning to their work |
| Teacher trust | Teachers in this school care about each other |
| Principal trust | I feel respected by the site administrators in this school |
| Parent trust | I feel respected by the parents of my students |
| Outreach to parents | Parents are involved with their child’s instructional program |
| Equity practices | Part of the responsibilities of an educator is to challenge school arrangements that maintain social inequalities |
| Student-teacher dialogue | I discuss assessment results together with every student |
| Individualized instruction | I have opportunities during the school day for individualized support for students |
| Learner control | I provide students the opportunity to create goals for their own learning |
| Technology exchanges | In my classroom, students’ laptop or tablet supports their learning |
| Culture and climate | People at this school are friendly to me |
| Sense of belonging | I fit in with the students at this school |
| Safety | Students at this school are not threatened or bullied |
| Educator trust | My teacher really cares about me |
| Student-led learning | My teacher and I work together to set goals for my learning |
| Relevancy of schoolwork | I learn about important things |
| Teacher interactions | My teacher is available when I need him or her |
| Peer interactions | I can ask other students for help |
| Usefulness of mobile devices | My [mobile device] supports my learning |
Source(s): Authors’ own work
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