Professional Learning Communities

This is a survey we are doing just for our school to see where we are as a faculty. Please respond to the following statements with how you feel they relate to the atmosphere of our school. This survey is anonymous, please be completely honest, as we will share these results in our faculty meeting on Friday and use the results to help guide our collaboration as a faculty this year. Thanks!



A red asterisk (*) indicates required questions.


  1. Schools are not organized to respond to the needs and interests of the students. They are bureaucratic monopolies that rely on a captive audience for customers. There are few incentives and fewer rewards to improve.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The issue is not that individual teachers and schools do not innovate and change all the time. They do. The problem is that the change is unproductive, focusing at the margins of practice rather than the core of teaching and learning.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. From the perspective of teachers, much of school life is an endless cycle of first implementing and then abandoning new initiatives. Teachers are left with the impression that the system doesn't know what it's doing.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. For teachers, the whole concept of change becomes a matter of coping with management's penchant for educational fads.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Teachers believe it is their job to teach, but it is the student's job to learn. Thus, they are responsible for teaching, not for learning.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Typical classroom instruction is dominated by "teacher talk." Teachers work very hard and students sit passively and watch them work.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Teachers work in isolation. There is little opportunity for serious professional collegiality in which teachers share ideas, observe each other teaching, or assist each other in professional development.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The typical school curriculum is overloaded with trivia. Schools can not do what they should be doing as long as they continue to do what they are doing.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. There is typically no uniform school curriculum. Students studying the same subject with different teachers in the same school are often exposed to content and experiences that are vastly different.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Subjects are taught in isolation with little effort made to connect content from different subjects into some meaningful conceptual framework. *
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. School typically have no meaningful curricular goals. They focus on means (materials, programs, instructional arrangements, etc.) rather than ends=student outcomes.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Because they are fuzzy on the outcomes they are trying to achieve, schools are typically unable to offer valid evidence that they are achieving their inteded purpose (i.e. Student Learning)*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Teachers have not collectively identified the criteria by which they will assess student work.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The inability to establish a results orientation means procedures for continuous improvement do not exist in schools.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Schools have no structure. They are a convenient location for a bunch of individual teachers, like independent contractors, to come to teach discreet groups of students.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Schools have no infrastructures to support teacher collaboration in attacking schoolwide problems. Teachers, like their students, carry on side by side with similar but essentially separated activities.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Schools are structured as top-down bureaucratic hierarchies with heavy reliance on rules for teachers who, behind their classroom doors, can readily ignore much of the top-down direction.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. In your opinion, what is something we do as a school or a team that wastes instructional time?





5th grade
Briarglen Elementary