Questionnaire for Teacher Level Factors in CURRICULUM

These questions are specific to instructional practices.
The answer rating scale has three separate parts:
*Do I engage in this practice?
*How will change increase achievement of students? and
*How much effort would this take?
Please answer reflectively and with a goal of self-evaluation in mind.
Name: 


  1. When planning units of instruction, I identify specific types of knowledge that are important for students to learn (e.g., important categories of knowledge, examples, sequences, comparisons, cause-effect relationships, correlational relationships, facts, incidents, episodes, terms, skills, processes).

            1 2 3 4      
      To what extent do I engage in this behavior or address this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much will a change in my current practices on this item increase the academic achievement of our students? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much effort will it take to significantly change my current practices regarding this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  


  1. When planning units of instruction, I ensure that students will have multiple exposures to new content presented in a variety of forms (e.g., stories, descriptions) using a variety of media (e.g., read about the content, watch a demonstration, listen to a presentation).

            1 2 3 4      
      To what extent do I engage in this behavior or address this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much will a change in my current practices on this item increase the academic achievement of our students? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much effort will it take to significantly change my current practices regarding this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  


  1. When planning units of instruction, I make a clear distinction between skills and processes that are to be mastered versus skills and processes that are to be experienced but not mastered.

            1 2 3 4      
      To what extent do I engage in this behavior or address this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much will a change in my current practices on this item increase the academic achievement of our students? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much effort will it take to significantly change my current practices regarding this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  


  1. When planning units of instruction, I organize examples into categories or groups that demonstrate the essential features of the content.

            1 2 3 4      
      To what extent do I engage in this behavior or address this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much will a change in my current practices on this item increase the academic achievement of our students? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much effort will it take to significantly change my current practices regarding this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  


  1. When planning instruction units, I ensure that students will be involved in complex projects that require them to address content in unique ways.

            1 2 3 4      
      To what extent do I engage in this behavior or address this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much will a change in my current practices on this item increase the academic achievement of our students? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  
      How much effort will it take to significantly change my current practices regarding this issue? 1 - Not at All 3 - To a Great Extent or 4=Too Much Work  





BHS Special Ed. Dept
Baldwin High School