MCIEA School Quality Measures Dashboard Overview Browse Analyze

Category 1

Teachers & Leadership

Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.

Subcategory 1A

Teachers & The Teaching Environment

Approval

Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.

4 / 6

school data sources

0%

of students responded

100%

of teachers responded

Measure 1A-i

Professional Qualifications
Approval

Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.

  • Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
  • How prepared are you for teaching the topics that you are expected to teach in your assignment?
  • How confident are you in working with the student body at your school?

  • Percentage teachers National Board certified  
  • Percentage teachers teaching in area of licensure
  • Percentage teachers with 3+ years of experience

Measure 1A-ii

Effective Practices
Approval

Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.

  • Overall, how much have you learned from your teacher?
  • For this class, how clearly does your teacher present the information that you need to learn?
  • When you need extra help, how good is your teacher at giving you that help?
  • How well can your teacher tell whether or not you understand a topic?
  • How interesting does your teacher make the things you are learning?
  • How good is your teacher at helping you learn?

  • How confident are you in your ability to present material clearly?
  • How confident are you in your ability to identify gaps in student understanding?
  • How confident are you in your ability to provide extra help to students who need it?
  • How confident are you in your ability to make material interesting for students?

Measure 1A-iii

Professional Community
Approval

Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.

  • How many teachers in this school feel responsible for helping each other do their best?
  • How many teachers in this school take responsibility for improving the school?
  • This year, how often have you had conversations with your colleagues about what helps students learn?
  • As a faculty, how well do you do talking through views, opinions, and values?
  • This year, how often have you had colleagues observe your classroom?

  • % Teachers of Color
  • Percent teachers with 10+ days absent  
  • Percent teacher returning (including retirement)

Subcategory 1B

Leadership

Watch

Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.

N / A

school data sources

0%

of students responded

100%

of teachers responded

Measure 1B-i

School Leadership
Warning

Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.

  • Items available upon request to MCIEA

Measure 1B-ii

Support For Teaching Development & Growth
Growth

Draws on anonymous teacher reports on the quality of professional development.

  • To what extent has your school-based professional development been connected to the topics you teach?
  • How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?
  • How often do teachers here work together to plan curriculum and instruction?
  • How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
  • How often do teachers here collaborate to make the school run effectively?
  • To what extent has your school-based professional development included enough time to explore new ideas?
  • Overall, how strong is your school's support for your professional growth?