Jerry Thomas Elementary

30.0 points below elementary school average

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Teachers and staff members at Jerry Thomas Elementary school are among the least 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 bottom 25 percent. For that reason, this school rates as among the least happy.

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

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Compared To Other Schools

Category Breakdown

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54% 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 51% 69% 90%
I can rely on my school administrators if I have questions about assessment 42% 77% 94%
School administrators discuss issues with teachers regarding classroom instruction 49% 61% 94%
Discussions about teaching with my administrator often result in improved instructional practice 40% 66% 92%
School administrators communicate to teachers how assessment results can be used for curriculum improvement 53% 66% 90%
I am provided with timely information regarding State standards of student achievement 60% 64% 89%
I get assistance if I have questions about the standardized test results 50% 69% 92%
I am encouraged to apply educational technology that improves classroom instruction 71% 74% 95%
School administrators are knowledgeable about instructional resources 40% 67% 97%
I have easy access to the curriculum materials and equipment needed for my work in the school 54% 79% 87%
Teachers at this school have opportunities to receive professional development during school days 79% 85% 97%
I am kept informed of the up-to-date knowledge and skills needed for my teaching 69% 72% 89%
The professional development activities I attended for the past year are closely linked to my teaching 62% 67% 85%
My principal encourages teachers to use what is learned from professional development programs 57% 74% 95%
School administrators indicate specific strengths and weaknesses of my teaching following classroom observations 49% 52% 98%
School administrators clearly communicate the criteria and procedures for evaluating teacher 40% 72% 97%
School administrators communicate school goals effectively to all school stakeholders 45% 56% 95%
The school goals and mission are regularly mentioned at faculty meetings or student assemblies 33% 49% 87%
A school administrator meets with me to personally discuss my students? test results 51% 49% 81%
School administrators require teachers to give extra help to low achieving students 80% 82% 92%

52% 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 33% 49% 85%
Teachers are held accountable for providing rigorous classroom instruction 76% 79% 92%
This school maintains high expectations for teaching and learning 62% 85% 97%
I feel that high expectations for teaching and learning are achievable 63% 80% 97%
This school has a plan for accountability among faculty for student learning progress 49% 72% 94%
There is a clear plan for coordinating curriculum among teachers across grade levels 47% 54% 85%
The school administration facilitates mutual-understanding between leaders and teachers in order to promote high standards 35% 56% 89%
The school advocates student accountability for achieving high levels of academic performance and social-emotional learning 57% 69% 89%

46% 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 33% 49% 85%
I get sufficient help from school administrators to assist low achieving students in my classes 37% 48% 76%
School administrators are available to help teachers when assistance is needed 33% 56% 79%
School administrators find time to talk to teachers or students during breaks 30% 56% 81%
The amount of routine administrative paperwork is minimized for teachers 27% 39% 52%
Instructional time is protected from interference of public addresses and announcements 77% 72% 69%
I receive a great deal of support from parents for the work I do 79% 67% 85%
If the need arises, school administrators will support me in dealing with student conduct 51% 77% 87%
School administrators take my opinion into consideration when new initiatives affect my work 33% 54% 85%
My principal treats me with respect as an educator 50% 72% 92%
If I have problems, I feel I can speak freely with my principal 52% 77% 89%
Teachers provide strong social support to colleagues 91% 85% 89%
There is a great deal of cooperation among the staff 63% 85% 84%
I feel it easy to coordinate my course instruction with other teachers 83% 80% 82%
I am generally satisfied with being a teacher at this school 43% 77% 95%
Teachers in this school are recognized for a job well done 35% 54% 87%
School administrators reward exceptional performance 26% 49% 84%
School administrators compliment me for a job well done 39% 56% 89%
Teachers generally respect the professional competence of their colleagues 82% 85% 87%
There is a great deal of trust among teachers and school administrators 21% 51% 84%
Teachers generally respect their school administrators 18% 56% 85%
School administrators are supportive and encouraging toward staff 30% 64% 89%

55% 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 77% 74% 90%
Disciplining students 79% 70% 82%
Selecting teaching techniques 51% 67% 82%
Planning how the school funds should be used 14% 44% 65%

82% 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 88% 95% 98%
Student bullying 93% 89% 89%
Student verbal abuse of teachers 95% 0% 0%
Widespread disorder in classrooms 90% 92% 97%
Student disrespect for teachers 79% 80% 97%
Student tardiness 52% 64% 69%
Student absenteeism 50% 69% 76%
Student pregnancy 100% 97% 98%
Students dropping out 100% 93% 98%
Students coming to school unprepared to learn 61% 74% 82%
Student disrespect for persons of a different race or ethnicity 95% 93% 100%