Elbridge Gale Elementary

13.2 points above elementary school average

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Teachers and staff members at Elbridge Gale Elementary school are very happy about conditions on their campus compared to other elementary schools.

When we divided the county’s elementary schools into four groups based on educators’ satisfaction levels, this school fell in the top 25 percent. For that reason, this school rates as very happy.

The good news: This school’s satisfaction level is higher than it was the previous year.

Read about the project here

Compared To Other Schools

Category Breakdown

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100% have a high opinion of their leadership

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Do this school’s administrators do a good job of communication, guidance and assistance?

Question 2017 2016 2015
School administrators provide guidance on curriculum 100% 100% 100%
I can rely on my school administrators if I have questions about assessment 100% 100% 99%
School administrators discuss issues with teachers regarding classroom instruction 100% 100% 98%
Discussions about teaching with my administrator often result in improved instructional practice 100% 97% 99%
School administrators communicate to teachers how assessment results can be used for curriculum improvement 100% 98% 98%
I am provided with timely information regarding State standards of student achievement 100% 100% 99%
I get assistance if I have questions about the standardized test results 100% 98% 98%
I am encouraged to apply educational technology that improves classroom instruction 100% 100% 95%
School administrators are knowledgeable about instructional resources 100% 100% 98%
I have easy access to the curriculum materials and equipment needed for my work in the school 100% 97% 96%
Teachers at this school have opportunities to receive professional development during school days 98% 100% 97%
I am kept informed of the up-to-date knowledge and skills needed for my teaching 100% 100% 98%
The professional development activities I attended for the past year are closely linked to my teaching 100% 98% 96%
My principal encourages teachers to use what is learned from professional development programs 100% 100% 97%
School administrators indicate specific strengths and weaknesses of my teaching following classroom observations 100% 98% 98%
School administrators clearly communicate the criteria and procedures for evaluating teacher 100% 97% 97%
School administrators communicate school goals effectively to all school stakeholders 100% 97% 97%
The school goals and mission are regularly mentioned at faculty meetings or student assemblies 100% 97% 97%
A school administrator meets with me to personally discuss my students? test results 100% 89% 92%
School administrators require teachers to give extra help to low achieving students 100% 98% 94%

99% think the school sets high expectations

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Does this school create high expectations and hold educators accountable?

Question 2017 2016 2015
This school uses faculty input to create methods that hold faculty accountable 98% 94% 96%
Teachers are held accountable for providing rigorous classroom instruction 98% 98% 96%
This school maintains high expectations for teaching and learning 98% 95% 98%
I feel that high expectations for teaching and learning are achievable 100% 95% 98%
This school has a plan for accountability among faculty for student learning progress 100% 98% 99%
There is a clear plan for coordinating curriculum among teachers across grade levels 100% 94% 93%
The school administration facilitates mutual-understanding between leaders and teachers in order to promote high standards 100% 98% 97%
The school advocates student accountability for achieving high levels of academic performance and social-emotional learning 100% 98% 97%

99% are satisfied with the school climate

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Is there an adequate level of respect, communication, administrative support and fairness at this school?

Question 2017 2016 2015
The school administrators` evaluation of teaching is fair 98% 100% 97%
I get sufficient help from school administrators to assist low achieving students in my classes 98% 95% 94%
School administrators are available to help teachers when assistance is needed 100% 98% 96%
School administrators find time to talk to teachers or students during breaks 100% 100% 96%
The amount of routine administrative paperwork is minimized for teachers 100% 97% 93%
Instructional time is protected from interference of public addresses and announcements 100% 95% 98%
I receive a great deal of support from parents for the work I do 96% 95% 90%
If the need arises, school administrators will support me in dealing with student conduct 98% 97% 98%
School administrators take my opinion into consideration when new initiatives affect my work 100% 98% 96%
My principal treats me with respect as an educator 100% 100% 96%
If I have problems, I feel I can speak freely with my principal 100% 100% 97%
Teachers provide strong social support to colleagues 100% 100% 97%
There is a great deal of cooperation among the staff 100% 98% 96%
I feel it easy to coordinate my course instruction with other teachers 100% 97% 97%
I am generally satisfied with being a teacher at this school 98% 97% 97%
Teachers in this school are recognized for a job well done 100% 98% 96%
School administrators reward exceptional performance 100% 98% 97%
School administrators compliment me for a job well done 100% 95% 95%
Teachers generally respect the professional competence of their colleagues 100% 95% 96%
There is a great deal of trust among teachers and school administrators 100% 98% 97%
Teachers generally respect their school administrators 100% 97% 98%
School administrators are supportive and encouraging toward staff 100% 97% 95%

90% have a role in decision-making

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Do educators have a say in how students are graded, how teaching techniques are chosen and how school money is spent?

Question 2017 2016 2015
Evaluating and grading students 97% 98% 96%
Disciplining students 95% 95% 93%
Selecting teaching techniques 98% 90% 96%
Planning how the school funds should be used 71% 82% 80%

97% don't think student conduct is a problem

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Are student behaviors – such as bullying, tardiness, absenteeism, racial tension and respect for teachers –a problem? (Positive responses indicate they are not problems or minor problems.)

Question 2017 2016 2015
Student racial tension 100% 97% 94%
Student bullying 100% 92% 92%
Student verbal abuse of teachers 98% 0% 0%
Widespread disorder in classrooms 100% 100% 98%
Student disrespect for teachers 96% 98% 95%
Student tardiness 93% 82% 85%
Student absenteeism 91% 90% 90%
Student pregnancy 100% 100% 98%
Students dropping out 100% 94% 98%
Students coming to school unprepared to learn 96% 97% 94%
Student disrespect for persons of a different race or ethnicity 100% 95% 95%