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1. Teachers should be able to choose who observes them
for formal observations: their
department or SLC AP |
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2. Informal (drop-in) observation reports should NOT be put in
the teacher's file. |
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3. All formal observations should be preceded by an
individual
pre-observation conference unless the teacher waives it. |
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4. The threat of drop-in observations creates
unnecessary stress in my day here at school. |
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5. Teachers perform better if there is a relationship of trust
with their supervisors. |
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6. It matters to me NOT just how I am treated by my AP but
also how
my AP treats my colleagues. |
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7. You teach better if you are trusted as a
professional by your AP/SLC director. |
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8. We must be open to new ideas about how
we teach. |
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9. I would be interested in teaching longer
classes if I taught only 4 a day instead of five even if it meant 10
- 20 more minutes of teaching a day. |
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10. I would be interested in teaching
longer classes if I taught only 4 a day and if it meant about 30
minutes less teaching per day. |
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11. When I present an agenda idea at CPT it
is welcomed by the director. |
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12. My AP is open to modeling for me
practices he/she wants me to adopt in the classroom. |
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13. I am clear about the process of
improvement my AP has for me if a deficiency has been identified in
my teaching. |
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14. Required, uniform lesson plan formats
cramp my creativity as a teacher. |
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15. I feel respected by my AP regarding my
grading decisions. |
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16. I feel that my AP would respect my
request to do alternative assessment, in lieu of a formal
observation, (for S- rated teachers only) |
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17. I feel the school administration
understands our reality (kids we have to deal with in regards to
their behavior and readiness to learn) in the classroom. |
Survey on
Professional Performance Assessments and Block Scheduling