Evaluating Schools

Are there problems in you school, but you're not sure where?  The questions listed below may help you better understand the nature and sources of the problems.  Many of the questions are based on former State Superintendent Saul Cooperman's book, How Schools Really Work.

2. Specific Questions

Ÿ Are there communication problems?

Ÿ Does your school keep parents informed?

Ÿ  Newsletters

Ÿ  Calendars

Ÿ  Meeting minutes

Ÿ  Parent/Teacher Conferences

Ÿ  Policies & Procedures

Ÿ  Report Cards

Ÿ  Reports on academic performance & standings

Ÿ  Public meetings

Ÿ Is the information comprehensive and accurate or is it gilded?

Ÿ Are there open communication between parents and teachers?

Ÿ Do conferences happen only at fixed & predetermined times?

Ÿ Are there more than one or two conferences scheduled per year?

Ÿ Are parents encouraged to ask for conferences whenever there is a need?

Ÿ  Can staff schedule conferences without interrupting teachers?

Ÿ Do teachers keep parents informed of any relevant dramatic or unusual changes they notice in a student?

Ÿ Do teachers routinely send home notes or make telephone calls to parents?

Ÿ Do teachers routinely welcome parents to observe classroom instruction and assist with special presentations?

Ÿ Are the administration and teachers responsive to parents?

Ÿ Is there a mechanism for student feedback to the teacher, (esp. in high school)?

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Ÿ Are there problems with programs for staff development?

Ÿ Are teachers paid for piling on degrees and credits?

Ÿ Are conferences & staff development for each teacher part of a comprehensive plan for that teacher that aims for greater student learning?

Ÿ Does the list of teacher conferences and courses for the past three years demonstrate a planned approach to improving teacher performance?

Ÿ Can the principal confirm that she/he has observed the teacher using knowledge gained from continuing education courses & conferences?

Ÿ Are in-service training programs reinforced throughout the year?

Ÿ What is the annual plan for in-service training? Is it aimed at something or is it more like a series of interesting topics?

Ÿ Look at the in-service training agendas for the past five years.

Ÿ Is it clear what the objectives were?

Ÿ Are the programs connected?

Ÿ  Was there follow-through on future applications?

Ÿ Is there time for practice, coaching, role-playing and feedback?

Ÿ Is there any evidence that degrees or credits have resulted in any student growth?

Ÿ Who is the person responsible for staff development?

Ÿ How is the staff development program evaluated?

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Ÿ Are there problems with the principal?

Ÿ Does a typical day of your principal look like this:

Ÿ  Planning, implementing, and evaluating programs (15%)

Ÿ  Observing teachers (20%) [120 evaluations per year]

Ÿ  Meeting with teachers (18%)

Ÿ  School business (8%)

Ÿ  Ceremonial duties (7%)

Ÿ  Meeting with parents and/or students (17%)

Ÿ  Discipline (10%)

Ÿ  Paperwork (5%)

Ÿ Does the principal create an orderly environment that supports learning?

Ÿ Is the proper disciplinary tone set?

Ÿ Is the climate too lax?

Ÿ Are the hallways noisy and messy?

Ÿ What is your principal's vision of a good school?

Ÿ  How does (s)he systematically strive to transform the vision into reality?

Ÿ  What goals does the principal have for improving the school this year?

Ÿ  What does the principal do to create outstanding teacher performance?

Ÿ  Does the principal work with and/or challenge weak teachers or live with them?

Ÿ Does the principal work to increase instruction time?

Ÿ  What percentage of school time is spent on instruction?

Ÿ  Does the principal argue against field trips and insist they be absolutely integral to learning and course objectives?

Ÿ  Does the principal fight against half days and instruction time lost to excessive testing?

Ÿ  Does the principal curtail the use of the public address system for announcements?

Ÿ  Does the principal insist on bell-to-bell teaching?

Ÿ  Does the principal urge teachers to have students complete drill work at home?

Ÿ Does your principal like to be loved more than face the tough issues that improve student learning?

Ÿ What does your principal say are the academic problems of the school?

Ÿ  What are the priorities for addressing them?

Ÿ  What is the plan?

Ÿ  Ask to see the assignment sheet and time line for correcting these problems.

Ÿ Does the principal focus on instructional issues?

Ÿ Are the courses of study specific and clear on objectives, standards and assessments?

Ÿ Is time on academic task maximized?

Ÿ Is there a writing program across grades and how do you know if it is working?

Ÿ Is homework used as an academic challenge rather than a punishment?

Ÿ  Does the principal insist on thoughtful essay questions on tests?

Ÿ  Does the principal encourage students to use the library independently?

Ÿ  Does the principal involve staff in curriculum issues?

Ÿ  Does the principal respect the best teachers as instructional experts?

Ÿ Does the principal see the job as attending all school events and activities or as promoting instruction, learning and discipline?

Ÿ Is the principal willing to make unpopular decisions? What are two or three of (s)he has made during the past year?

Ÿ Does the principal's calendar show meetings with parents, meetings with teachers, observations of teachers, and no paperwork until after school?

Ÿ Does the principal set goals and priorities consistent with the district's objectives?

Ÿ Doe the principal argue only for funds that will help students learn best?

Ÿ Does your principal ever recommend cuts?

Ÿ Does (s)he say no to poorly proposed plans or simply pass them on for someone else to refuse?

Ÿ How does your principal treat parents?

Ÿ  Does the principal return calls from parents?

Ÿ  Does the principal work to implement the best desires of parents for improving academic performance?

Ÿ  Does (s)he meet with them individually?

Ÿ  Does the principal publish a biannual newsletter of frequently asked questions?

Ÿ  Does the principal bring together parents and teachers to discuss the school's priorities, the problems it faces, and the actions planned to attack those problems?

Ÿ Is the principal knowledgeable about academic programs

Ÿ for students who are falling behind

Ÿ for gifted or talented students

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Ÿ Are there problems with hiring & training new teachers?

Ÿ Are there hiring problems?

Ÿ  What is important in making hiring decisions?

Ÿ  What is the average academic standing of teachers being hired?

Ÿ  What does our district brochure say about our expectations of new teachers?

Ÿ Do we advertise teacher openings on the Internet?

Ÿ Do we expect teachers to live in our district?

Ÿ  How do we seek out teachers who are subject experts, with good characters, wide interests, and high integrity.

Ÿ  Does the hiring process involve teachers, guidance counselors, social workers, parents and principals?

Ÿ  How are prospective teachers screened out?

Ÿ Are there problems with training new teachers?

Ÿ  What is the new teacher orientation program? Does it cover:

Ÿ  policy issues

Ÿ  school standards and expectations of students

Ÿ  disciplinary policy

Ÿ  courses of study

Ÿ  textbooks

Ÿ  assessments

Ÿ Are new teachers paired with veteran teachers for their first semester?

Ÿ Do new teachers have ample opportunities to meet with colleagues?

Ÿ Are there discussions about school goals and priorities?

Ÿ  During the first 5 months, do new teachers meet twice monthly with psychologists, social workers, guidance counselors, curriculum writers, principals, and teachers in their subject/grade area?

Ÿ Do principals frequently observe new teachers at work in the classroom?

Ÿ Do new teachers evaluate the orientation program as follows:

Ÿ 1. Assistance with initial confusion.

Ÿ 2. Explanation of routine protocol.

Ÿ 3. Availability of printed information about staff duties.

Ÿ 4. Pre-school availability of administrators.

Ÿ 5. Chances to meet colleagues in a meaningful, professional way.

Ÿ 6. Effectiveness of the new-teacher mentor program.

Ÿ 7. Consistency of orientation program meetings.

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Ÿ Are there problems with security and safety?

Ÿ For now please see, "The Appropriate and Effective Use of Security Technologies in U.S. Schools"

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Ÿ Are there problems with the superintendent?

Ÿ Does the superintendent work with the board to attain the goals of the community?

Ÿ Is the superintendent widely read in the educational area?

Ÿ  What does the superintendent know about research?

Ÿ Is (s)he a source for access to current research?

Ÿ  What does the superintendent do to keep current and informed?

Ÿ What is the superintendent's position on class size? Is (s)he willing to pursue effective alternatives to achieve the same academic goals?

Ÿ Does your superintendent have convictions?

Ÿ Are they backed up by the best research findings available?

Ÿ  Does (s)he back her/his convictions with courageous action?

Ÿ Is your superintendent aware of the broad issues affecting your schools?

Ÿ Is (s) he always one of the first superintendents in the state to see the implications of social trends on the schools?

Ÿ How does the superintendent translate vision into reality?

Ÿ Does the superintendent anticipate and resolve issues or does (s)he only react?

Ÿ  Can (s)he see the consequences of an intended action, the problems and the opportunities, and easily deal with them?

Ÿ What is your superintendent's position on discipline?

Ÿ Is (s)he able to separate symptoms from causes?

Ÿ  Does (s)he realize that the better the discipline, the more children will have an opportunity to learn, and the worst the discipline, the fewer the opportunities to learn?

Ÿ Does the superintendent examine the school system critically, or does he treat it as a cherished institution?

Ÿ Does the superintendent have guts or does (s)he let issues slide knowing something is wrong and needs to be changed?

Ÿ Does (s)he have the nerve to eliminate programs or reduce them?

Ÿ What is the superintendent's knowledge of a comprehensive library program?

Ÿ Does the superintendent frequently meet with teachers and answer their questions in writing within 10 days?

Ÿ Does the superintendent cultivate community resources and connections outside the school community?

Ÿ How well does the superintendent listen?

Ÿ Is the superintendent a great manager?

Ÿ Is the superintendent a skilled manager who seems to keep many major projects on track effortlessly?

Ÿ  Can (s)he motivate and inspire those (s)he works with to seek imaginative solutions to problems?

Ÿ  Does (s)he see opportunities with other see nothing?

Ÿ  Does (s)he make routine that which can be made routine?

Ÿ  How does your superintendent spend his/her time?

Ÿ Is (s)he constantly involved with routine affairs that policy and procedure should cover?

Ÿ Do areas that should work like a clock do so?

Ÿ Does the superintendent do a great job with principals?

Ÿ  Does the superintendent hire great principals?

Ÿ  Does (s)he work with principals to establish clear objectives designed to benefit students' growth?

Ÿ Is the progress of a principal's work reviewed with the superintendent at specific times during the year?

Ÿ Is the final evaluation of the principals based upon priorities and objectives established?

Ÿ Will the superintendent challenge the principal who is performing poorly?

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Ÿ Are there problems with the school board?

Ÿ Does the district have well-written, objective, goals?

Ÿ  Who wrote them?

Ÿ  When were they last reviewed?

Ÿ Are they used by your board to direct the policy statements, district and school priorities?

Ÿ  Does the board act from a basis of goals, policy, and priorities?

Ÿ  Does the board have a procedure for reviewing policy statements?

Ÿ  Does your Board of Education devote much of its time to policy development review?

Ÿ If so, is the process open to the public and deliberative?

Ÿ Does the school board understand the difference between seeing that schools are well-managed and trying to manage the schools itself?

Ÿ Does the board have the ability to define a problem specifically?

Ÿ  Does it know how to write an objective so it precisely addresses the problem or the intended goal?

Ÿ Do board members understand what resources are necessary to achieve the objective, and how long the project will take?

Ÿ  Who is specifically responsible to see that the objective is achieved?

Ÿ Does the board consider various options before making a decision, and weigh competing goals?

Ÿ How will the board measure its progress in order to know when it has reached its objective?

Ÿ Has the board learned how to plan?

Ÿ  Does it work systematically?

Ÿ  Does it evaluate the work of its administration using the same principles of good planning?

Ÿ How does your Board of Education result conflict?

Ÿ  Does it follow a careful deliberative process or does it make decisions by the seat of its pants?

Ÿ  When has your board last receive training in conflict resolution?

Ÿ How does the board assess and report on the educational quality of the district?

Ÿ How does your board establish priorities?

Ÿ Are the board's priorities and goals known to all?

Ÿ What programs are assessed to see if the priorities are being carried out?

Ÿ  How is the assessment conducted?

Ÿ Are the results presented publicly?

Ÿ Does the board endorse a system of pay that rewards degrees, credits, and time in service, or a system that rewards performance and student achievement?

Ÿ Is the salary structure designed to retain great teachers during their most productive years, or is it structured more towards providing high paying pensions?

Ÿ  Does the board know what excellence in teaching is, and does it commit the statements or indicators of excellence to writing?

Ÿ Is there a procedure to deny raises to the bottom performing 5% of teachers?

Ÿ Is there a procedure to pay bonuses to the top performing 5% of teachers?

Ÿ Are teachers evaluated routinely and fairly based on:

Ÿ  classroom observations

Ÿ  quality of homework assigned

Ÿ  parent evaluations, comments and complaints

Ÿ  adherence to the curriculum

Ÿ  standardized test results of their students

Ÿ  evaluation of individual student needs and communications of suggestions to parents for improving the academic performance of their child

Ÿ  value-added innovations and services

Ÿ  Does the school board give principals and administrators effective tools to confront mediocrity and take specific action to correct weaknesses?

Ÿ  Does the school board dismiss continuously poorly performing teachers?

Ÿ How does the board evaluate the superintendent?

Ÿ Is (s)he evaluated on achieving priorities?

Ÿ Are the superintendent's evaluations of principals an integral part of the board's evaluation of the superintendent?

Ÿ Does the Board of Education link budget dollars to goals, priorities, programs, and assessments?

Ÿ  Does the board analyze programs on a cost-per-student basis?

Ÿ What does the Board of Education do for board development?

Ÿ Does the board seek to set the direction of the school, ask the hard questions, evaluate programs and honestly and openly report to the public?

Ÿ Does the board listen well?

Ÿ  How can you tell?

Ÿ  Does the board resolve conflict in a contemplative and deliberative manner?

Ÿ  Does the board find causes or treat symptoms?

Ÿ Does the board focus on micro-management, politics, publicity, and "fire-fighting"?

Ÿ Does the board achieve the results it should?

Ÿ  Academics

Ÿ  Policies

Ÿ  Finances

Ÿ  Personnel

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