Variable
|
Description |
# of ESL students
|
If you are not an ESL specialist
teacher, is the number of ESL students in your class increasing? |
# schools assigned to teach
ESL
|
If you are an ESL specialist,
are you assigned to one or two or more schools? |
Abuse in the home & violence
|
Did abuse in the home play
a part in the violence that has occurred in your school? |
Access to a computer
|
Do you have access to a
computer at school? |
Access to ESL material
|
Do you have access to adapted
or teacher made materials for ESL students? |
Active learning
|
Students are active in their
own learning |
Addressing community needs
|
Teachers are willing to
change and are responsive to community needs |
Administrative officer &
integration
|
Importance of a supportive
administrative officer in integration |
Age group
|
What age group are you in? |
Alcohol/substance abuse
& violence
|
Did alcohol/substance abuse
play a part in the violence that has occurred in your school? |
Anecdotal record keeping
|
What is the frequency of
use of anecdotal record keeping? |
Articulated vision of education
|
Teachers have a clearly
articulated vision of education |
Attention to critical thinking
|
Careful and deliberate attention
is given to the teaching of critical thinking |
Attitude towards gender
equity
|
Have attitudes towards gender
equity improved significantly in society at large? |
Attitudes towards gender
equity school administrators
|
Have attitudes towards gender
equity improved significantly among school administrators? |
Attitudes towards gender
equity teachers
|
Have attitudes towards gender
equity improved significantly among teachers? |
Availability of a supportive
administrative officer
|
Availability of a supportive
administrative officer |
Availability of consultation
time
|
Availability of time set
aside for consultation |
Availability of contract
|
Availability of contract
limits on the number of students with special needs in a class |
Availability of district
services for assessment
|
Availability of district
services for assessment support available to you in your school |
Availability of in-service
training
|
Availability of in-service
training |
Availability of modified
curriculum
|
Availability of appropriate
modified curriculum and material |
Availability of school-based
team
|
Availability of an effective
school-based team |
Availability of support
|
Availability of support
from a resource teacher in the school |
Availability of teaching
assistant
|
Availability of a trained
teaching assistant |
Availability relationship
with parents
|
Availability of good working
relationship with the parents of students with special needs |
Avoid U.S. schools pattern
|
Violence has characterized
many U.S. schools for some time. Do you feel we can avoid that
pattern? |
Balance content and process
|
Do you make a conscious
effort to try to balance content and process in your teaching? |
Behavioral management
|
Is the kind of individual
attention that you give to your students mostly behavioral management? |
Behaviour towards gender
equity
|
Have attitudes towards gender
equity improved significantly among students? |
Believe in learning for
living
|
Are you committed to learning
for living as goal for students and do you reject "learning
for earning" as the primary direction for schools? |
Change adventure for both
teachers and students
|
Do you think all this system
change is a great adventure for both teachers and students and
can be a learning experience? |
Children are natural learners
|
Do you think children are
natural learners and bring a world of information into the school
and do you try to connect your teaching to what they understand
so they construct their own meaning and knowing? |
Children are taught adult
role models
|
Our school gives children
a variety of positive adult role models |
Choice of part-time
|
If you are a part-time teacher,
is this your choice? |
Class planning
|
To what extent do you agree
with the argument that your class used to be a "class"; now
it is a collection of individuals which requires significantly
more planning and classroom management than ever before? |
Classroom practice & learner
supervision
|
Would you like to try to
develop your classroom practice into the supervision of learners? |
Combination of testing and
authentic methods
|
Do you personally agree
with using a combination of testing and authentic assess methods
(portfolio, quizzes, self , peer eval., etc.)? |
Community respect for teachers
|
Teachers are respected by
the community because they work hard on behalf of our young
people |
Computer access provided
by school district
|
Do you have access to a
computer at school in your classroom provided by the school
district? |
Computer access provided
by the instructor
|
Do you have access to a
computer which is in your classroom provided by you? |
Computer as teaching tool
|
Do you use this home computer
as a tool in your teaching? |
Computer usage for hyper-media
|
Do you use the computer
for yourself and with your students for hyper-media, including
audio/visual elements? |
Computer usage for computer-modelling
& simulation
|
Do you use the computer
for yourself and with your students for computer-modelling &
simulation? |
Computer usage for databases
|
Do you use the computer
for yourself and with your students for databases and /or spreadsheets? |
Computer usage for drill/practice.
|
Do you use the computer
for yourself and with your students for drill/practice? |
Computer usage for instructional
games
|
Do you use the computer
for yourself and with your students for instructional games? |
Computer usage for integrated
learning systems
|
Do you use the computer
for yourself and with your students for integrated learning
systems such as Pathfinder? |
Computer usage for problem-solving
|
Do you use the computer
for yourself and with your students for problem-solving? |
Computer usage for record-keeping
|
Do you use the computer
for yourself and with your students for record-keeping? |
Computer usage for Tele-communication
|
Do you use the computer
for yourself and with your students for Tele-communication? |
Computer usage for tutoring
|
Do you use the computer
for yourself and with your students for tutoring? |
Computer usage for word
processing
|
Do you use the computer
for yourself and with your students for word processing? |
Computer used to communicate
with teachers
|
What is the frequency of
use of computer for communication with teachers? |
Computers used to communicate
with BCTF
|
What is the frequency of
use of computer for communication with BCTF? |
Computers used to communicate
with other educational users
|
What is the frequency of
use of computer for communication with other educational users? |
Computers used to communicate
with students
|
What is the frequency of
use of computer for communication with students to students? |
Computers used to communicate
with universities
|
What is the frequency of
use of computer for communication with universities? |
Connecting school with real
life
|
The school provides a common,
shared experience for our community; connecting often diverse
social elements through common experience for our children |
Connection between school
and world
|
Connections are established
between the classroom and the world outside the school |
Consultation impact on integration
|
Importance of having time
set aside for consultation in integration |
Continuous progress
|
Do you think continuous
progress is not really all that hard; it's actually what you
try to do anyway with your students? |
Cooperative learning & teamwork
|
Does cooperative learning
approaches and teamwork have a lot of appeal to you ? |
Criterion-referenced checklist
|
What is the frequency of
use of criterion-referenced checklist ? |
Cultural diversity % ESL
|
To what extent do you agree
with the argument that cultural diversity and ESL demands require
significantly greater understanding on your part as a teacher,
in order to address the learning needs of all my students |
Cultural diversity & auxiliary
support workers
|
Does cultural diversity
increase working with the auxiliary support workers |
Cultural diversity & sufficient
resources
|
Are sufficient resources
directed to dealing with cultural diversity in your school? |
Cultural diversity & welcoming
school
|
Does cultural diversity
increase making the school a welcoming place for parents |
Cultural diversity increase
individual instruction time
|
Does cultural diversity
increase individual instruction time |
Cultural diversity increase
materials
|
Does cultural diversity
increase searching for materials that reflect diversity |
Cultural diversity increase
planning
|
Does cultural diversity
increase the amount of planning |
Cultural diversity increase
teaching styles
|
Does cultural diversity
increase the variety of teaching styles required |
Defending public school
system
|
Overall, would you agree
that the public school system is something worth defending,
and that public schools are a strong positive basis from which
to shape change |
Develop variety of pedagogical
skills
|
To what extent do you agree
with the argument that increased emphasis on active learning
and continuous progress means that you have had to develop a
greater variety of pedagogical skills ? |
Direct instruction best
|
Do you think direct instruction
is still the best way to get students to learn? |
discourage outside participation
with students
|
Do not you really like to
encourage outside participation with your students? |
District importance & integration
|
Importance of district services
for assessment support available to you in your school in integration |
Diverse cultural backgrounds
|
Are there practices in your
school that create problems for students from diverse cultural
backgrounds? |
Diversity enriches society
|
Do you think diversity in
human attitudes and behaviour enriches society? |
Do not seek parent or community
involvement
|
Do you hardly ever actively
seek parent or community involvement? |
Do not tell people what
you really think of them
|
Do you believe that the
best way to get along is not to tell people what you really
think of them? |
Economic security
|
Do you think economic security
is the major goal of everybody and school should help people
achieve that? |
Economy exerts pressure
on teachers
|
To what extent do you agree
with the argument that as the economy continues to be restructured,
there are increasing pressures on families, increasing demands
on children and shifting expectations on teachers that make
your work life much more complex |
Education level
|
What is the highest level
of education have you achieved? |
Educational experiment consequences
|
Do you think we are always
involved in some kind of educational experiment and it never
settles long enough to get good at anything? |
Educational experiment never
ends
|
Dose it seem to you that
we are always involved in some kind of educational experiment
and it never settles long enough to get good at anything? |
Effectiveness of grading
system
|
The grading system in our
school is a fair system and gives every student a maximum opportunity
to demonstrate their abilities? |
Efficiency of old-fashioned
grading
|
Do you think the old-fashioned
grading assessment system served an important function in letting
parents and students know where they stand in the system and
this form of assessment is too important to be abandoned? |
Engaging in interesting
extra-curricular activities
|
Through extra-curricular
activities both teachers and students participate in meaningful
and enjoyable activities which are also learning experiences |
ESL teacher
|
Are you an English as a
Second Language (ESL) specialist teacher? |
Essence of teachers' ESL
training
|
Do you agree that ... all
teachers should have some training in ESL methodology and practice? |
Experts create curriculum
|
Do you think curriculum
is something that experts create; and your job is to find the
best way to deliver it? |
Extra work for student job
preparation
|
What do you think about
the argument stating that: it is nice to do a lot of extra things
to encourage children, but if students are not prepared to get
a job in a competitive economy then we have really failed? |
Focus on letter grades vs
anecdotal reporting
|
I am actually here . Letter
grades . Anecdotal reporting |
Focus closed system vs school
within community
|
I am actually here . School
as a closed system. School within community context |
Focus community involvement
|
I am actually here . Little
encouragement for community involvement . Community involvement
activity sought |
Focus on competition vs
co-operative learning
|
I am actually here . Competition
. Co-operative learning |
Focus on content acquisition
vs learning to learn
|
II am actually here. Content
acquisition . Learning to learn |
Focus on content vs process
|
I am actually here . Major
focus on content . On process |
Focus on direct instruction
vs active learning
|
I am actually here . Direct
instruction . Active learning |
Focus on discipline vs integration
|
I am actually here . Discrete
discipline . Integration of subjects |
Focus on hierarchical administration
vs professional/collegial
|
I am actually here . Hierarchical
administrative structures . Professional/collegial relationships |
Focus on norm-referenced
exams vs reference sets
|
I prefer to be here . Norm-referenced
exams . Reference sets or checklists |
Focus on prescribed scope
vs continuous progress
|
I am actually here . Prescribed
scope and sequence . Continuous progress |
Focus on single vs multi-age
grouping
|
I am actually here. Single
grade grouping . Multi-age grouping |
Focus on single vs multiple
instructional style
|
I am actually here . Single
instructional style . Multiple instructional style |
Focus on teacher as independent
vs interdependent
|
I am actually here . Teacher
as independent professional . Collaborative interdependent teacher
relationship |
Focus on teacher as supervisor
vs self-directed learners
|
I am actually here . Teacher
role as supervisor of learners . Self-directed learners |
Focus on teacher vs child-centred
instruction
|
I am actually here . Teacher
centred . Child-centred instruction |
Focus standardized tests
vs authentic assessment
|
I am actually here . Standardized
tests . Authentic (performance) assessment |
Free floating anger & violence
|
Did free floating anger
play a part in the violence that has occurred in your school? |
Gang behaviour & violence
|
Did poverty play a part
in the violence that has occurred in your school? |
Gender
|
Are you male or female? |
Gender bias of curriculum
materials
|
Overall, are the curriculum
materials in your school free of gender bias? |
Gender bias of library materials
|
Overall, are the library
materials in your school free of gender bias? |
Gender bias of school documents
|
Overall, are school documents
in your school free of gender bias? |
Gender bias of videos and
audio visual materials
|
Overall, are videos and
audio visual materials in your school free of gender bias? |
Gender equity among school
administrators
|
Have behaviours towards
gender equity improved significantly among school administrators? |
Gender equity among students
|
Have behaviours towards
gender equity improved significantly among students? |
Gender equity among teachers
|
Have behaviours towards
gender equity improved significantly among teachers? |
Gender equity in our society
|
Have behaviours towards
gender equity improved significantly in society at large? |
Getting much pleasure from
teaching now
|
Do you expect to get much
pleasure from teaching now? Is it what you do for a living? |
Good relationship with parents
|
Importance of a good working
relationship with the parents of students with special needs
in integration |
Greatest achievements still
ahead of you
|
Do you think your greatest
achievements as a teacher are still ahead of you? |
Hard work always pays off
|
Do you think hard work always
pays off? |
Helping students learn in
multinational world
|
Is helping students learn
to function in a complex multinational world a major component
of your job as a teacher ? |
Homophobia & violence
|
Did hopelessness about the
future play a part in the violence that has occurred in your
school? |
Hopelessness & violence
|
Did homophobia play a part
in the violence that has occurred in your school? |
Hours of work
|
Are you a full-time or a
part-time teacher? |
Impact of Parent Advisory
Committee
|
Since the School Act of
1989 legislated the existence of a Parent Advisory Committee,
has the impact of parents in your school, in your personal opinion
improved, stayed the same or declined? |
Importance of expressing
feelings
|
Do you think it is important
that people be able to express their feelings? |
In-service training & integration
|
Importance of in-service
training into integration |
In-service training a barrier
to effective computer use
|
Is not enough in-service
training a barrier for you in using computer effectively for
educational purposes? |
Increase of cultural diversity
|
Does your school have a
positive and accepting climate for students of diverse cultural
backgrounds? |
Individual student progress
|
Do you agree that although
it is hard to create a system for each student to have individual
progress, it is worth the effort to try? |
Integrating special needs
students.
|
Integration of students
with special needs is the right policy but there are serious
problems with implementation |
Integration & disruptive
students
|
In bargaining for mainstreaming/integration
should these aggressive disruptive students have the greatest/least
weight relative to the other students in the class in determining
class composition |
Integration & learning of
other students
|
If you have students with
special needs, do you feel that the educational program of the
other students suffers as a consequence of your having to manage
special needs integration |
Integration of special needs
students
|
Do you personally have students
with special needs integrated into your regular class? |
Integration of students
|
To what extent do you agree
with the argument that you are now required to work in teams
to manage integration of many students; teams that involve other
teachers, therapists of many kinds, administrative officers,
etc. I need skills and rights to do this |
Integration with school
|
I believe every student
has a right to be integrated into his/her neighbourhood school |
Intimidation at school
|
Do you personally feel afraid
or intimidated at school? |
Job has new aspects, poverty
and hunger
|
To what extent do you agree
with the argument that your job has important new aspects such
as dealing with poverty and hunger among children ? |
Lack of support a barrier
to effective computer use
|
Is lack of support from
other users for problem solving a barrier for you in using computer
effectively for educational purposes? |
Like to be alone to do work
|
Do you wish everybody would
leave you alone to do your work in the classroom? |
Local involvement in job
action
|
Has your Local been involved
in a job action this year? |
Location of teaching
|
Where do you teach? |
Lost professional support
from Principal
|
To what extent do you agree
with the argument that with the change from Principals to Administrative
Officers, you have lost the professional support you used to
get from your Principal ? |
Major focus on content
|
Do you prefer to have a
major focus on content when you teach? |
Managing difficult students
|
Have you had to make a change
in your teaching in order to manage these aggressive disruptive
students? |
Materials taught as issues
under investigation
|
Material to be taught is
organized and presented as problems or issues to be investigated |
Materials taught relates
to students' past knowledge
|
Teachers connect what they
are teaching to students' previous knowledge and experience |
Media & violence
|
Did violence in the media
play a part in the violence that has occurred in your school? |
Modified curriculum & integration
|
Importance of appropriate
modified curriculum and material in integration |
Need a new model for education
|
Do you support the position
that it is important that we, as teachers, be leaders in shaping
change and creating the future with a new model for education? |
New social crises
|
To what extent do you agree
with the argument that there are new social crises which create
new circumstances in the classroom, including violence, alcohol
usage, substance abuse, etc? |
No phone line barrier to
computer use
|
Is no phone line for modem
a barrier for you in using computer effectively for educational
purposes? |
Not enough hardware is a
barrier to effective use of computers
|
Is not enough hardware a
barrier for you in using computer effectively for educational
purposes? |
Not enough interest a barrier
to effective computer use
|
Is not enough interest a
barrier for you in using computer effectively for educational
purposes? |
Not enough software is a
barrier to effective use of computers
|
Is not enough software a
barrier for you in using computer effectively for educational
purposes? |
Not enough time a barrier
|
Is not enough time a barrier
for you in using computer effectively for educational purposes? |
Number of aggressive, disruptive
students
|
How many aggressive, disruptive
students are in your classroom? |
Nurturing environment
|
The school plays a positive
role in our community in providing a safe and nurturing environment
for our children and young people |
Parent's support & integration
|
In your opinion, do the
parents of your students with special needs support integration? |
Parental access on instructors
record keeping
|
Has parental access to records
in any way altered your record keeping? |
Parents and community's
support for teachers
|
As a teacher, I still feel
that I have strong support from parents and the community |
Parents more demanding
|
To what extent do you agree
with the argument that parents are often much more demanding
and activist and demand more feedback from you than simple report
cards and you need to be able to articulate your teacher plans
and methods much more clearly now? |
Parents request to see their
children's records
|
Are more parents of your
students asking to see their children's records? |
Parents right to control
students records
|
Are you aware that the School
Act gives parents the right to see any and all records on their
children, including electronic records? |
Parents' awareness of kids'
progress
|
Parents of children at our
school feel they are getting the information they need about
the progress of their children |
Pedagogy makes classes effective
|
A wide and varied pedagogy
makes classrooms more interesting, rewarding and effective |
Peer/self evaluation
|
What is the frequency of
use of peer/self evaluation? |
Placement special needs
students
|
As a teacher of children
with special needs do you feel that an appropriate process for
placement of students with special needs is being followed |
Policies & violence in school
|
Are you aware of any school
policies or practices regarding violence in your school? |
Policies & violence in school
district
|
Are you aware of any policies
or practices regarding violence in your school district |
Portfolio collection
|
What is the frequency of
use of portfolio collection? |
Position
|
What position do you hold
in the school system? |
Prefer to use a single textbook
|
Do you prefer to use a single
assigned textbook? |
Preference closed system
vs within community
|
I prefer to be here . School
as a closed system. School within community context |
Preference content vs process
|
I prefer to be here . Major
focus on content . On process |
Preference hierarchical
administration vs professional/collegial
|
I prefer to be here . Hierarchical
administrative structures . Professional/collegial relationships |
Preference norm-referenced
exams vs reference sets
|
I prefer to be here . Norm-referenced
exams . Reference sets or checklists |
Preference on competition
vs co-operative learning
|
I prefer to be here . Competition
. Co-operative learning |
Preference on content acquisition
vs learning to learn
|
I prefer to be here . Content
acquisition . Learning to learn |
Preference on direct instruction
vs active learning
|
I prefer to be here . Direct
instruction . Active learning |
Preference on discipline
vs integration
|
I prefer to be here . Discrete
discipline . Integration of subjects |
Preference on letter grades
vs anecdotal reporting
|
I prefer to be here . Letter
grades . Anecdotal reporting |
Preference on single vs
multi-age grouping
|
I prefer to be here . Single
grade grouping . Multi-age grouping |
Preference on single vs
multiple instructional style
|
I prefer to be here . Single
instructional style . Multiple instructional style |
Preference on teacher vs
child-centred instruction
|
I prefer to be here . Teacher
centred . Child-centred instruction |
Preference prescribed scope
vs continuous progress
|
I prefer to be here . Prescribed
scope and sequence . Continuous progress |
Preference standardized
tests vs authentic assessment
|
I prefer to be here . Standardized
tests . Authentic (performance) assessment |
Preference teacher as independent
vs interdependent
|
I prefer to be here . Teacher
as independent professional . Collaborative interdependent teacher
relationship |
Preference teacher as supervisor
vs self-directed learners
|
I prefer to be here . Teacher
role as supervisor of learners . Self-directed learners |
Preferences community involvement
|
I prefer to be here . Little
encouragement for community involvement . Community involvement
activity sought |
Prescribed sequences of
skill development
|
With all the things you
have do you find that prescribed sequences of skill development
is a big help? |
Pressure to use standardized
assessment
|
Do you personally agree
that you feel strong pressure to use standardized test-based
assessment? |
Preventing violence
|
In general, do you think
your school has been effective in preventing violence at school? |
Repertoire of teaching styles
|
To what extent do you agree
with the argument that the backgrounds and circumstances of
your students are now so varied that I need a significantly
greater repertoire of teaching styles, much greater ability
in student assessment and significantly more ef |
Resource based learning
|
Do you think resource based
learning takes a lot of effort to get organized but then it
works really well for the students? |
Resource teacher & integration
|
Importance of support from
a resource teacher in the school in integration |
Rewarding work
|
Do you think people should
expect the work to be rewarding in itself? |
Satisfied with the work
you are doing now
|
Are you really quite satisfied
with the work you are doing now? |
Scarce resources and sorting
|
Do you believe in individual
student attention but if we don't have the resources to do it
right we are better off to stick to the old system of competition
and sorting? |
School description
|
Which best describes your
school? |
School focus closed system
vs school within community
|
My school is here . School
as a closed system. School within community context |
School focus community involvement
|
My school is here . Little
encouragement for community involvement . Community involvement
activity sought |
School focus on competition
vs co-operative learning
|
My school is here . Competition
. Co-operative learning |
School focus on content
acquisition vs learning to learn
|
My school is here . Content
acquisition . Learning to learn |
School focus on content
vs process
|
My school is here.Major
focus on content. On process |
School focus on direct instruction
vs active learning
|
My school is here . Direct
instruction . Active learning |
School focus on discipline
vs integration
|
My school is here . Discrete
discipline . Integration of subjects |
School focus on hierarchical
administration vs professional/collegial
|
My school is here . Hierarchical
administrative structures . Professional/collegial relationships |
School focus on letter grades
vs anecdotal reporting
|
My school is here . Letter
grades . Anecdotal reporting |
School focus on norm-referenced
exams vs reference sets
|
I prefer to be here . Norm-referenced
exams . Reference sets or checklists |
School focus on scope vs
continuous progress
|
My school is here . Prescribed
scope and sequence . Continuous progress |
School focus on single vs
multi-age grouping
|
My school is here . Single
grade grouping . Multi-age grouping |
School focus on single vs
multiple instructional style
|
My school is here . Single
instructional style . Multiple instructional style |
School focus on standardized
tests vs authentic assessment
|
My school is here . Standardized
tests . Authentic (performance) assessment |
School focus on teacher
as independent vs interdependent
|
My school is here . Teacher
as independent professional . Collaborative interdependent teacher
relationship |
School focus on teacher
supervisor vs self-directed learners
|
My school is here . Teacher
role as supervisor of learners . Self-directed learners |
School focus on teacher
vs child-centred instruction
|
My school is here . Teacher
centred . Child-centred instruction |
School's climate for cultural
diversity
|
Is cultural diversity in
your school increasing? |
School's importance in community
|
The school is a central
and important part of our community |
School's operation efficiency
|
In general, the school system
runs well enough to be taken for granted |
School-based team & integration
|
Importance of an effective
school-based team in integration |
Schools & values
|
Do you believe that schools
today must stand for some kind of values like tolerance and
social responsibility because schools are the only place left
where children can learn these common values? |
Schools' democracy
|
The school fulfils a democratic
purpose by integrating students from a variety of backgrounds |
Schools' effectiveness
|
Overall, schools are still
effective, and students are still learning |
See your future clearly
|
Can you see your future
very clearly past that the end of this teaching year? |
Sense of trust and openness
|
Classrooms are characterized
by trust and openness so that students find it easy to participate
in their own learning |
Sharing computer with other
teachers
|
Do you have access to a
computer at school in your shared with other teachers not in
your classroom? |
Sharing experiences with
other teachers
|
Do you think sharing experience
with other teachers is an important part of your professional
life? |
Sharing own ideas
|
Students share and build
on each other's ideas |
Single instructional technique
|
Can you depend on just a
single instructional technique in your circumstances? |
Social services delivery
through school
|
To what extent do you agree
with the argument that there are new emerging requirements for
me to be a social service worker as well as a teacher and to
participate in delivery of social services through the school? |
Society is going through
a major transformation
|
Do you think the society
is going through a major transformation? |
Special needs students in
normal classes
|
Most students with identical
special needs are best served educationally by being integrated
into regular classes |
Stress & decision-making
process
|
Is decision-making process
the cause of stress in your teaching? |
Stress & salary
|
Is salary the cause of stress
in your teaching? |
Stress & supervision duties
|
Is supervision duties the
cause of stress in your teaching? |
Stress & actions of provincial
govt.
|
Is actions of provincial
govt the cause of stress in your teaching? |
Stress & actions of school
board
|
Is actions of school board
the cause of stress in your teaching? |
Stress & attitude of parents
|
Is attitude of parents the
cause of stress in your teaching? |
Stress & attitude of public
|
Is attitude of public the
cause of stress in your teaching? |
Stress & class size
|
Is the size of class to
large a cause of stress in your teaching? |
Stress & composition of
class.
|
Is composition of class
the cause of stress in your teaching? |
Stress & conflict btwn learning
and exams
|
Is conflict between demands
for student-centered learning and system accountability exams
the cause of stress in your teaching? |
Stress & conflict with colleagues
|
Is conflict with colleagues
the cause of stress in your teaching? |
Stress & inclusion of special
needs students
|
Is inclusion of sp. needs
students the cause of stress in your teaching? |
Stress & increased superv.
responsibility
|
Is increased superv. responsibility
the cause of stress in your teaching? |
Stress & lack of availability
of TOC
|
Is lack of availability
of TOC the cause of stress in your teaching? |
Stress & lack of control
of work
|
Is Lack of control of work
he cause of stress in your teaching? |
Stress & lack of prep time
|
Is lack of prep time the
cause of stress in your teaching? |
Stress & media attacks
|
Are media attacks on teachers
and education the cause of stress in your teaching? |
Stress & program and curriculum
change
|
Are rapid change in programs
and curriculum the cause of stress in your teaching? |
Stress & school-based budgeting
|
Is school-based budgeting
the cause of stress in your teaching? |
Stress & size of workload
|
Is size of workload the
cause of stress in your teaching? |
Stress & special needs students
|
If you have students with
special needs, how would you rate the stress that you personally
feel as a consequence of the work required to integrate these
students? |
Stress & unmet needs of
students.
|
Is unmet needs of students
the cause of stress in your teaching? |
Stress & working with school
based teams
|
Is working with school based
teams the cause of stress in your teaching? |
Stress compared to 1986
|
Which of the following best
describes your feeling about the stress involved in teaching
today compared to 1986? |
Student led conferences
|
What is the frequency of
use of student led conferences? |
Student numbers & integration
|
Importance of contract limits
on the number of students with special needs in a class in integration |
Students learn how to learn
|
Do you agree that the only
way to progress students for the world they will live in is
to make sure they learn how to learn? |
Success with one or two
kids is an achievement
|
If you really succeed with
one or two kids in class then do you consider that an achievement? |
Sufficient help to ESL students
|
Do ESL students in your
class get sufficient assistance from an ESL specialist? |
Support & managing disruptive
kids
|
Does the administrative
officer provide adequate support to assist you with managing
aggressive disruptive students in your class? |
Support from administrative
office
|
In order to integrate students
with special needs do you get support by requesting assistance
from an administrative officer? |
Support from locals
|
In order to integrate students
with special needs do you get support by filing a grievance
and having the local provide it? |
Support from parents
|
In order to integrate students
with special needs do you get support by counting on parents
to be advocates for the conditions required for their child? |
Support from provincial
government
|
In order to integrate students
with special needs do you get support by counting on provincial
government to provide the resources necessary to carry out effectively
the integration policy? |
Support from school district
|
In order to integrate students
with special needs do you get support by being assured by school
district policies and practices that adequate conditions will
be provided? |
Teacher assistant & integration
|
Importance of a trained
teaching assistant working in the class in integration |
Teacher choose an appropriate
method
|
Do you personally agree
with best assessment occurs when the teacher has the right to
choose an appropriate method? |
Teacher-centred classroom
|
Do you think a teacher-centred
classroom is really the only practical way to manage your day? |
Teachers address students'
problems
|
Teachers have become a major
means of identifying hunger, abuse, and other difficulties many
children face |
Teachers as leaders
|
To what extent do you agree
with the argument that given the changing times, it is important
that you as teachers, be leaders in shaping change and creating
the future with a new model for education? |
Teachers defend students'
rights
|
Teachers have been leaders
and effective spokespersons in defending children's rights on
such issues as racism, child abuse, gender equity, etc. |
Teachers economics well
being
|
Teachers lead economically
stable and rewarding lives which gives them the security to
act on behalf of kids |
Teachers' commitment to
students
|
Teachers are caring, committed
people who work hard to do help students |
Teachers' education and
information level
|
Teachers are well-educated
and well-informed |
Teachers' effort towards
gaining more education.
|
Teachers work hard at self-improvement
through professional development, taking courses, and working
with peers |
Teachers' impact on people
in their adult lives
|
There is evidence that teachers
do have major impacts on people in their adult lives; there
are many adult stories about positive teacher impact on careers
and on lives |
Teachers' supervisory role
|
In face of increasing violence
in schools teachers are trusted as responsible adult supervisors
of children |
Teaching experience
|
How many years of teaching
experience do you have? |
Teaching level
|
At what level do you teach? |
Teaching time & difficult
students
|
How much of your teaching
time goes into managing these children? |
Technical skills new requirement
|
To what extent do you agree
with the argument that technological change is now so profound
that learning technical skills is a whole new requirement for
you as a teacher? |
Tension student-centred
learning and system accountability
|
Do you personally agree
that you experience a tension between student-centred learning
and system accountability? |
To be the kind of teacher
that I want
|
Do you think is it impossible
to be the kind of teacher that you want to be any more; there
are too many demands? |
Traditional testing
|
What is the frequency of
use of traditional testing? |
Trusting the educational
leaders
|
Do you trust the educational
leaders of today? |
Type of ESL training
|
What ESL training do you
have? |
Urban, suburban and rural
|
Would you describe where
you teach as urban, suburban, or rural? |
Usage of BCTF plan
|
At any time during your
teaching career have you used the BCTF's short-term or long-term
salary indemnity plan (this is for illness after sick leaves
has been exhausted). |
Use computer at school
|
Do you use a computer at
school? |
Use of essays
|
What is the frequency of
use of essays? |
Use of journals
|
What is the frequency of
use of journals? |
Use of computer at home
|
Do you personally have use
of a computer in your home? |
Usefulness of material taught
|
Most of what we teach is
meaningful and useful to students |
Value of closed system
|
Do you think that school
operates in a closed system and while that may be good for teachers
and administrators it is not good for students? |
Variation and flexibility
|
Do you personally agree
with variation and flexibility of assessment methods is necessary
to support the learning needs? |
Variety of economic circumstances
|
To what extent do you agree
with the argument that the community in which I teach used to
be all the same economic class; now there are a variety of economic
circumstances in which children live? |
Violence & poverty
|
Did gang behaviour play
a part in the violence that has occurred in your school? |
Violence & racism
|
Did racism play a part in
the violence that has occurred in your school? |
Violence & sexism
|
Did sexist behaviour play
a part in the violence that has occurred in your school? |
Violence from Parent-to-teacher
|
The level of violence from
Parent-to-teacher |
Violence from Former students
|
The level of violence from
Former students |
Violence from Other outside
source
|
The level of violence from
Other outside source |
Violence from Property damage
|
The level of violence from
Property damage |
Violence from student-to-student
|
The level of violence from
student-to-student. |
Violence from Student-to-teacher
|
The level of violence from
Student-to-teacher |
Violence other
|
The level of violence from
Other |
Violence overall
|
The level of violence from
In my school overall |
Vviolence from family
|
The level of violence from
family |
Want to retire on pension
|
Do you just want to hang
on long enough to retire on your pension? |
We live in a pluralistic
society
|
To what extent do you agree
with the argument that we used to live in a society that was
unified by language, values, culture, etc. Now we live in a
truly pluralistic society with a variety of cultures, values,
attitudes, etc? |
Working with the unaware
parents
|
Do you agree with the statement
"we all pay lip service to working together with parents simply
have no idea of what I am trying to do and what I have to put
up with so I find it hard to actually work closely with parents
and I really try to avoid it as m |
Worth of material
|
The material taught is worthwhile
and important: it is worth knowing |
Your school & its community
|
Does your school operate
in the context of its community? |