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Strength: We feel teachers have a voice in decision making.
W: Lack of clarity in some of the descriptors

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After going more in-depth on the meaning of PLC's perhaps the rating on the process of PLC's is inflated because a PLC is the building of Sigler instead of the Collaborative team.

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Lack of time to adequately teach is one of the biggest challenges of our profession. Is this just something we need to deal with or is there some way to to prioritize and protect classroom time as a campus?

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We feel that recognizing and sharing appreciation for and about the staff is as a strength at Sigler.

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Teachers feel they need more time to teach. But they feel that they have the materials needed as well as technology know how.

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We do a great job of celebrating  staff accomplishments.

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Our administration has made a concerted effort to include our parents and community. They reach out in a variety of ways.

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We are encouraged to step out of the box and implement technology.

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Overall, our staff is unsure that their opinion is sought, reported, and used in decision making. There is not a way for staff to know how their opinion is used.

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S: We celebrate accomplishments (school wide, teams, students, individuals).
W: Making sure team leads acknowledge individual accomplishments.

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Not a systematic process to collect.

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Not a systematic process in place to collect opinion data.

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We do a great job of using social networking as a platform to relay info, but we could do more collecting opinions.

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We have a SBIC team in place but it would be nice to see evidence or reviewed more often.

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The High Reliability School agendas may organically strengthen our PLCs and Collaborative
Team planning meetings.

Leadership input was very different than the staff responses.

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1.4 S: We have PLC's (grade level teams, intervention teams, etc.) but we don't have goals written out. 

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1.4 S: We have PLC's (grade level teams, intervention teams, etc.) but we don't have goals written out. 

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PLC teams need to have written goals. Common assessments within grade levels?

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W:  Notes and reports documenting how teacher input was used to make decisions.
S: Groups of teachers targeted to provide specific decisions.

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1:3: S: Sigler has groups of teachers that are targeted to provide input and we use edugence as a system to collect data on a regular basis.

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1:3: S: Sigler has groups of teachers that are targeted to provide input and we use edugence as a system to collect data on a regular basis.

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Weakness: notes and reports to collect teacher's opinions.

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S:  Notes/Reports document teacher input about different decisions.

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Strength: Teachers feel they have  a voice in decision-making.

Area to Consider: Teachers aren't aware of the notes and documentation and how they are used.

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1:1 S: School is safe, an emergency plan in place.

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1:1 S: School is safe, an emergency plan in place.

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Strength:  Our school is safe.
Area to Consider: Clear rules and procedures.

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1.3 data suggests a lack of clarity & formality in the types of decisions made with direct teacher input.