Teachers and staff members at Forest Park 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 good news: This school’s satisfaction level is higher than it was the previous year.
Read about the project here
Click on category to see what teachers were asked
Do this school’s administrators do a good job of communication, guidance and assistance?
| Question | 2017 | 2016 | 2015 |
|---|---|---|---|
| School administrators provide guidance on curriculum | 89% | 77% | 86% |
| I can rely on my school administrators if I have questions about assessment | 96% | 77% | 86% |
| School administrators discuss issues with teachers regarding classroom instruction | 93% | 77% | 81% |
| Discussions about teaching with my administrator often result in improved instructional practice | 87% | 74% | 81% |
| School administrators communicate to teachers how assessment results can be used for curriculum improvement | 95% | 81% | 79% |
| I am provided with timely information regarding State standards of student achievement | 91% | 72% | 74% |
| I get assistance if I have questions about the standardized test results | 96% | 79% | 90% |
| I am encouraged to apply educational technology that improves classroom instruction | 93% | 79% | 86% |
| School administrators are knowledgeable about instructional resources | 89% | 74% | 83% |
| I have easy access to the curriculum materials and equipment needed for my work in the school | 98% | 84% | 83% |
| Teachers at this school have opportunities to receive professional development during school days | 98% | 86% | 90% |
| I am kept informed of the up-to-date knowledge and skills needed for my teaching | 98% | 81% | 90% |
| The professional development activities I attended for the past year are closely linked to my teaching | 93% | 74% | 86% |
| My principal encourages teachers to use what is learned from professional development programs | 95% | 88% | 95% |
| School administrators indicate specific strengths and weaknesses of my teaching following classroom observations | 98% | 77% | 86% |
| School administrators clearly communicate the criteria and procedures for evaluating teacher | 95% | 81% | 83% |
| School administrators communicate school goals effectively to all school stakeholders | 95% | 77% | 90% |
| The school goals and mission are regularly mentioned at faculty meetings or student assemblies | 91% | 79% | 88% |
| A school administrator meets with me to personally discuss my students? test results | 85% | 57% | 55% |
| School administrators require teachers to give extra help to low achieving students | 93% | 84% | 90% |
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 | 84% | 72% | 74% |
| Teachers are held accountable for providing rigorous classroom instruction | 93% | 88% | 95% |
| This school maintains high expectations for teaching and learning | 95% | 86% | 93% |
| I feel that high expectations for teaching and learning are achievable | 88% | 74% | 83% |
| This school has a plan for accountability among faculty for student learning progress | 93% | 84% | 90% |
| There is a clear plan for coordinating curriculum among teachers across grade levels | 83% | 72% | 81% |
| The school administration facilitates mutual-understanding between leaders and teachers in order to promote high standards | 86% | 72% | 74% |
| The school advocates student accountability for achieving high levels of academic performance and social-emotional learning | 86% | 74% | 86% |
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 | 88% | 72% | 86% |
| I get sufficient help from school administrators to assist low achieving students in my classes | 85% | 67% | 69% |
| School administrators are available to help teachers when assistance is needed | 84% | 67% | 79% |
| School administrators find time to talk to teachers or students during breaks | 79% | 65% | 86% |
| The amount of routine administrative paperwork is minimized for teachers | 51% | 47% | 56% |
| Instructional time is protected from interference of public addresses and announcements | 86% | 72% | 90% |
| I receive a great deal of support from parents for the work I do | 44% | 21% | 36% |
| If the need arises, school administrators will support me in dealing with student conduct | 88% | 65% | 88% |
| School administrators take my opinion into consideration when new initiatives affect my work | 67% | 51% | 67% |
| My principal treats me with respect as an educator | 84% | 79% | 90% |
| If I have problems, I feel I can speak freely with my principal | 78% | 77% | 90% |
| Teachers provide strong social support to colleagues | 82% | 74% | 88% |
| There is a great deal of cooperation among the staff | 82% | 72% | 86% |
| I feel it easy to coordinate my course instruction with other teachers | 83% | 74% | 79% |
| I am generally satisfied with being a teacher at this school | 60% | 65% | 79% |
| Teachers in this school are recognized for a job well done | 75% | 60% | 76% |
| School administrators reward exceptional performance | 68% | 57% | 76% |
| School administrators compliment me for a job well done | 73% | 67% | 88% |
| Teachers generally respect the professional competence of their colleagues | 89% | 86% | 88% |
| There is a great deal of trust among teachers and school administrators | 61% | 56% | 76% |
| Teachers generally respect their school administrators | 83% | 74% | 79% |
| School administrators are supportive and encouraging toward staff | 81% | 72% | 88% |
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 | 82% | 79% | 76% |
| Disciplining students | 82% | 84% | 88% |
| Selecting teaching techniques | 72% | 65% | 71% |
| Planning how the school funds should be used | 41% | 35% | 36% |
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 | 44% | 74% | 86% |
| Student bullying | 84% | 37% | 45% |
| Student verbal abuse of teachers | 54% | 0% | 0% |
| Widespread disorder in classrooms | 56% | 47% | 62% |
| Student disrespect for teachers | 25% | 21% | 40% |
| Student tardiness | 38% | 37% | 38% |
| Student absenteeism | 41% | 44% | 60% |
| Student pregnancy | 93% | 91% | 95% |
| Students dropping out | 93% | 88% | 95% |
| Students coming to school unprepared to learn | 24% | 16% | 28% |
| Student disrespect for persons of a different race or ethnicity | 77% | 70% | 83% |
School Staff Survey
Please confirm the information below before signing in.