WJCC Climate Survey Report 5-6-11 · The faculty and staff survey consisted of 100 items that assessed various aspects of school climate. The survey was organized around ten theoretical

Williamsburg James City County

School Climate Survey Report

Spring 2011

Dr. Megan Tschannen-Moran

Educational Policy, Planning, and Leadership

The College of William & Mary

School of Education

PO Box 8795

Williamsburg, VA 23187-8795

757-221-2187

[email protected]

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Williamsburg James City County

School Climate Survey Report

Executive Summary

This study provides insight into the perceptions of faculty, staff, and parents of the school

climate and culture within the Williamsburg James City County Schools. The results pointed to

areas of particular strength, where the quality of interpersonal relationships were serving the

mission of WJCC well. Areas of concern also emerged, primarily as themes within the

qualitative data. For the constructs where a comparison sample was available, the perceptions of

the WJCC faculty and staff were more positive than those of the comparison sample in every

instance except one, where it was equal to the comparison.

Academic Optimism is a construct that is a composite of three school climate measures

that are most closely related to student achievement: academic press, collective teacher efficacy,

and faculty trust in students and parents. It is especially encouraging that the perceptions among

WJCC faculty were stronger than the comparison samples on these measures. Faculty spoke to

the need for student engagement, for teaching the whole child, and maintaining a learning

environment that was orderly and serious. Parents were generally pleased with the level of

academic press in their child’s school, but would like to see greater support for particular groups

of students.

Faculty and Staff held somewhat stronger perceptions of community engagement than

parents, but all mean scores were above three (Sometimes) with faculty and staff perceptions at

both the elementary and middle school levels, and parent perceptions at the elementary level near

or above four (Often). Parents at all three levels expressed trust in the schools and teachers, with

a level of agreement between Somewhat Agree (4) and Agree (5) on a six-point scale. Parent

involvement was generally strong. Parents were appreciative of the efforts of the schools to keep

them informed and would like to see continued refinement of this strength.

Faculty dynamics were stronger or comparable to the comparison samples, with WJCC

faculty and staff reporting high levels of professionalism and organizational citizenship

behaviors among their colleagues. Faculty and staff trust in colleagues was also very strong, with

a mean of 5 on a 6 point scale (Agree). Faculty and staff generally expressed satisfaction with

their jobs, although the mean scores for morale were somewhat lower. Morale emerged as a

strong concern in the qualitative data. Teachers would appreciate greater recognition for their

efforts on behalf of students. WJCC faculty and staff perceived their principals as being

instructional leaders and collegial in their leadership style “Often” (i.e., 4 on a 5 point scale).

They also expressed stronger trust in their leaders than those in the comparison samples.

In terms of perceptions of problem behaviors, faculty and staff were most concerned

about student absenteeism, particularly at the high school level, with a mean response of

“sometimes” division-wide and close to “often” at the high school level. Faculty, staff, and

parent responses were all between “Very Little” and “Sometimes” regarding teasing, bullying,

and student intimidation as well as disorder in the hallways and classrooms. These concerns

tended to be somewhat stronger at the middle school level, although only “students making fun

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of other students” topped the “Sometimes” level. They also indicated a strong sense of safety

overall.

Overall, these results indicate a school division with a strong emphasis on academics, a

high level of engagement with the community, productive working relationships among the staff,

and respect for school leaders. People generally feel safe and satisfied with their work, although

morale has suffered with the pressures of accountability and budget cuts.

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Table of Contents

Executive Summary 2

Introduction 4

Academic Optimism 7

Academic Press (Faculty and Staff and Parent Perceptions) 7

Collective Teacher Efficacy 8

Faculty and Staff Trust in Students and Parents 8

Faculty and Staff Comments Regarding Academic Optimism 9

Parent Comments Relevant to Academic Optimism 13

Relationships with Parents and the Community 18

Community Engagement (Faculty and Staff and Parent Perceptions) 18

Parent Trust in the School and Teachers 19

Parent Involvement 20

Faculty and Staff Comments on Community Engagement 21

Parent Comments on Community Engagement 22

Faculty and Staff Dynamics 24

Teacher Professionalism 24

Organizational Citizenship Behaviors 25

Faculty and Staff Trust in Colleagues 26

Morale and Job Satisfaction 27

Faculty and Staff Comments Pertaining to Faculty Dynamics 27

School Leadership 33

Instructional Leadership 33

Collegial Leadership 34

Faculty and Staff Trust in the Principal 35

Faculty and Staff Comments on School Leadership 36

Perceptions of Problem Behaviors and Safety 39

Parent Comments on Problem Behaviors 41

References 43

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Introduction

The Williamsburg James City County Schools commissioned a study of school climate

and culture in the school division during the 2010-2011 school year. School climate is “a

relatively enduring quality of the school environment that is experienced by participants, affects

their behavior, and is based on their collective perceptions of behavior in schools” (Hoy &

Miskel, 2008, p. 198), while school culture is “a system of shared orientations that hold the unit

together and give it a distinctive identity” (p. 177). School climate is typically examined using

quantitative survey methods, while school culture is studied using qualitative methods to assess

shared values, norms, and assumptions. Thus, a mixed-method study was designed that utilized

both established survey measures and an open-ended response option. Data were gathered

electronically during the last two weeks of February 2011.

Study Design

Two surveys were designed around a set of school climate variables that grow out of the

research literature and that have been shown to be related to student achievement. One survey

assessed the perceptions of faculty and staff and a second assessed the perceptions of parents.

School culture was assessed through responses to an open-ended short-answer response option at

the end of each survey.

Faculty and Staff Survey. The faculty and staff survey consisted of 100 items that

assessed various aspects of school climate. The survey was organized around ten theoretical

constructs that grow out of scholarly research on schools. These include academic press,

community engagement, teacher professionalism, organizational citizenship behaviors, collective

teacher efficacy, instructional leadership, and collegial leadership. Nearly 30 years of research

has demonstrated the strong, positive impact that a school’s climate has on student learning and

success (Tschannen-Moran, Parish, & DiPaola, 2006; Tschannen-Moran & Barr, 2004).

This study also assessed faculty and staff trust in students and parents, their trust in

colleagues, as well as in the principal. Trust is defined here as one party’s willingness to be

vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable,

and competent (Tschannen-Moran, 2004). The level of trust in a school has shown to be

significantly related to student achievement (Goddard, Tschannen-Moran, & Hoy, 2001).

In addition to these ten research-based school climate measures, the WJCC faculty and

staff measure included descriptive measures of perceptions of school safety and of the extent of

certain problem behaviors.

Comparison samples were available for eight of the ten climate measures based on the

results of state-wide studies in Ohio and Virginia. Where results for the comparison samples

were included, they were based on 146 elementary schools in Ohio, 82 middle schools in

Virginia, and 97 high schools in Ohio.

Parent Survey. The parent survey consisted of 58 questions. These included parent

perceptions of academic press, community engagement, parent trust of the school and parent

trust of teachers. These constructs paralleled the theoretical constructs on the faculty and staff

survey. The parent surveys also included descriptive measures of parent involvement as well as

parent perceptions of school safety and perceptions of problem behaviors.

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School Culture. School culture is a set of collective values expressed through norms,

stories, and tacit assumptions (Bolman & Deal, 2008). For purposes of this study, school culture

was revealed in the analysis of the comments made in the open-ended survey section. The

question on the faculty and staff survey asked “Is there anything else you would like us to know

about the working conditions and climate of your school?” On the parents’ survey, the open-

ended response asked “Is there anything else you would like us to know about the climate of

your child’s school?” The qualitative analysis made use of the constant comparative method in

search for themes or patterns that emerged across multiple responses. Where organizational

policies, practices, and processes were in alignment with the core values of participants, they

expressed satisfaction, enthusiasm, and positive energy. Where organizational conditions were

out of alignment with these core values, participants expressed discontent, frustration,

disappointment, and sometimes fear. Representative samples of these comments have been

reported under a paragraph that summarizes the predominant themes that emerged from the data.

Participants

Data were primarily gathered electronically. All teachers and building-level staff were

provided with the link and password to complete the survey. In addition, all division parents

were given the opportunity to participate as well, with the option to complete the survey

electronically or to complete a paper version of the survey. Parents were directed to complete the

survey in reference to the school that their oldest student in the division attended.

A total of 634 faculty and staff participated in the study, and 302 provided comments on

the open-ended final question. A total of 1092 parents participated in the study and 479 provided

comments in the open-ended final question. All schools and all levels in the WJCC School

Division were well represented among the participants in both the faculty and staff surveys and

the parent surveys (See Table 1).

Table 1. Participation By Level

Faculty-Staff Participants Parent Participants Totals

Elementary Schools 332 363 695

Middle Schools 121 263 384

High Schools 181 466 647

Total Participants 634 1092 1,726

Open-ended Comments 302 479 781

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Limitations

The measures used in this study were originally developed for scholarly research in order

to assess the relationships between various variables. They were not designed for use to assess

the performance of individual schools. While these measures have been used in hundreds of

schools in a variety of states and contexts, the comparison samples used in this study were

limited to single state-wide studies in Ohio and Virginia between 1999 and 2003. Much has

changed about the culture of education in this country in the intervening years, so these

comparisons should be used with caution. In addition, the survey items on the Instructional

Leadership measure sometimes referenced “the principal” and sometimes “the school’s

administration” so the referent was somewhat ambiguous. A number of parents expressed

concern that they did not have enough first-hand experience to answer the questions regarding

perceptions of problem behaviors accurately so these results, in particular, should be regarded

with caution.

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WJCC School Climate and Culture Results

Academic Optimism

The three climate measures that are most closely related to student achievement --

academic press, collective teacher efficacy, and faculty trust in clients -- are also closely related

to one another (Hoy, Tarter, & Hoy, 2006). Collectively, these three together are referred to as

Academic Optimism. Because these are the most potent variables when it comes to the core

mission of schools, the results of these three scales are presented first.

Academic Press

Academic press is the extent to which the school is driven by a quest for excellence.

Teachers and administrators set a tone that is orderly, serious, and focused on academics.

Students are held to high standards, work hard, and respect the academic accomplishments of

their peers (Hoy, Hannum, & Tschannen-Moran, 1998). To assess faculty, staff, and parent

perceptions of academic press, participants were asked respond to six survey items. The response

scale for academic press was a five-point scale, ranging from Never (1) to Very Frequently (5).

The mean scores among WJCC faculty and staff were higher than those of the comparison

samples at all three levels.

Academic Press

N

Faculty-

Staff

Perceptions

Parent

Perceptions

Comparison

Sample

Division Mean 15 4.03 4.02

Elementary 9 4.20 4.17 3.66

Middle 3 3.84 3.77 3.57

High 3 3.71 3.80 3.63

1 2 3 4 5

Division Mean

Elementary

Middle

High

Academic Press

Comparison Sample

Parent Perceptions

Faculty-Staff Perceptions

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Collective Teacher Efficacy The collective sense of efficacy in a school is the sense that the faculty holds that it has

the capacity to achieve meaningful student learning in spite of whatever obstacles may be present

that might make learning difficult. The measure includes an assessment of the collective

perception of the school’s capacity for instructional practices as well as for student discipline.

Research has demonstrated that this belief in collective capability is positively associated with

student achievement (Tschannen-Moran & Barr, 2004). The response scale for the collective

teacher efficacy scale was a nine-point scale ranging from None at All (1), to A Great Deal (9).

Collective Teacher Efficacy Division Total Elementary Middle School High School

Collective Teacher Efficacy 7.83 8.00 7.71 7.44

CE for Instruction 7.86 8.02 7.76 7.52

CE for Discipline 7.79 7.98 7.64 7.35

Faculty and Staff Trust in Students and Parents

The relationships examined in this study included faculty and staff trust in students and

parents. Trust is defined as one party’s willingness to be vulnerable to another based on the

confidence that the other is benevolent, honest, open, reliable, and competent (Tschannen-

Moran, 2004). Research has demonstrated that each of these facets is important to building trust.

Previous research results have indicated that teacher perceptions of trust in students and trust in

parents were statistically indistinguishable, meaning that when teachers trusted students they also

trusted parents and vice versa. Compelling evidence suggests the importance of trust to high

performing schools (Goddard, Tschannen-Moran, & Hoy, 2001). The response scale for the

Trust Scales was a six-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree

(6). The mean scores among WJCC faculty and staff were higher than those of the comparison

samples at all three levels.

1 3 5 7 9

Division Total

Elementary

Middle School

High School

Collective Teacher Efficacy

CTE for Discipline

CTE for Instruction

Collective Teacher

Efficacy

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Faculty Trust in Clients Comparison

Sample

Division 4.50

Elementary 4.69 3.97

Middle School 4.33 3.43

High School 4.09 3.69

Faculty and Staff Comments Regarding Academic Optimism

The respondents who commented on topics relevant to Academic Optimism expressed

pride and satisfaction where they perceived a strong commitment to the academic success of

students. Some respondents expressed frustration or discouragement when they perceived that

students were not motivated to study hard or who were more motivated to achieve grades than by

an intrinsic interest in learning the material presented. The need for recognition for academic

success was also noted.

Supporting Students Engagement and Success [9 respondents spoke to this concern]

• [Our] staff is extremely student oriented and will do whatever it takes to make students

successful. In my opinion, the high achievement of the students is directly related to the

highly professional staff and their dedication to student achievement.

• Our principal and teachers work hard to make it a safe, nurturing environment for our

students.

• Despite the demographic composite of our students, continued high academic

achievement is accomplished by incredibly dedicated faculty and staff.

1 2 3 4 5 6

Division

Elementary

Middle School

High School

Faculty Trust in Clients

Comparison Sample

WJCC

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• The students should be commended for their work to achieve the scores they do under

less than ideal conditions in their lives. Their teachers also work magic to get their

students to learn daily with so many pressing concerns coming from outside the

classroom. They are asked to do so much with less and less daily. There are not enough

hours in a school day to get it all done. With this said, it is important to recognize that

teachers cannot take on further responsibilities beyond the packed full duties they carry

now. If you give them something else to do...remember to take another

duty/responsibility away---but remember the students are our number one concern.

• The majority of the students I have in my classes do not strive hard to learn. Most of

them just want to know what they have to do to get a certain grade. The majority of my

students have difficulty studying. They often say that their inability to study effectively

prevents them from succeeding. Ensuring better independent study skills would improve

student motivation and in turn the climate of learning and the academic performance of

our school.

• The lack of motivation of our students is very troublesome. We have a substantial portion

of our student body that does not believe that their education is important and worthy of

their best efforts. They do not have high expectation for their future. Part of the reason for

this is that we have taken away much of the technical/vocational courses that we once

had. Students are forced to take classes that are available, not classes they want or feel

they need.

• There still is a general laziness among many students who want everything laid out for

them so they don't have to think. Teachers should not be held accountable for that

entirely. The teachers I know have high expectations but you cannot force a student to do

work if he/she has decided they do not want to do it.

• We honor our athletes, but not the strong students.

Teaching the Whole Child

A number of faculty and staff respondents expressed concern over the emphasis placed

on testing and the narrowing of the curriculum to meet accountability targets. Respondents

wanted to see greater emphasis on critical thinking, creativity, cultivating intellectual curiosity,

and perseverance. They were concerned for particular groups of students and would like to see

more opportunities for average and struggling learners, particularly a better balance between

college prep and career and technical options. [7 respondents shared this concern.]

• The working climate and level of professionalism in this school is excellent. Any

concerns would be along the lines of too much of an emphasis on testing, test taking

strategies and not enough emphasis on developing 21st Century Skills and creativity. I do

not blame the school for this, nor do I blame the district. It is the result of federal and

state mandates.

• We are over-testing our children and losing instructional time due to the amount of

testing done. It feels as if we are being required to teach to the test rather than being

allowed to teach the student at the level that they are at academically. The emphasis has

become a narrow SOL driven approach rather than an enriching learning environment

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that nurtures critical thinking, stimulates creative thought, and develops intellectual

curiosity. We no longer teach the whole child.

• At times, I feel that academic success is the only thing that the Principal and district

administration looks at to validate a student. I have students that give their best effort all

the time and still will come up short academically. But perseverance and creativity is at a

high. We, as a district, need to promote the whole child not just the academic ability of a

student. Many of our great leaders, inventors, and entrepreneurs were not necessary the

smartest in the class but were those that worked hard, gave their best effort, and achieved

even when the odds were against them. I know we have NCLB to follow but the

importance of passing SOL's for AYP is killing the creativity that can promote high self

esteem and produce dynamic individuals to add to our society.

• The best part of each day? The children. They are great here. They are sweet, willing to

learn, and will do anything you ask of them. I think that we give our special learners not

enough credit. They have so much to offer, despite their learning disability or behavior

problem.

Student Discipline

Faculty and staff respondents valued a sense of partnership with school leaders to create

conditions that support positive student behavior. While some respondents expressed satisfaction

with the support they received in disciplining students, others expressed that they would like

more support than they are currently receiving. Respondents would like clarification and more

consistent enforcement of policies on matters such cell phones, dress code, and attendance. [30

respondents spoke to this concern]

• As a classroom teacher, I know I have the support of the administration and support

personnel so that I can maintain order in my classroom. When a student behaves

inappropriately, I can immediately send them to an alternative setting, removing him

from the classroom. This allows me to continue to teach those who want to learn. I can

also call parents and tell them their child has not performed well in class, and I get

parental support because the students return to school the following day behaving in an

appropriate manner.

• Our principal and assistant principal have implemented some wonderful programs to

motivate students in a positive manner (being proactive) rather than reactive with

punishment later.

• The administration at my school is doing a superior job tightening up the previously lax

standards at our school for student behavior.

• [Our administrators] are supportive of handling discipline problems that disrupt the

classroom. They both have a great relationship with the students and parents and this

translates into staff relationships as well.

• Our assistant principal gives invaluable support for students whose disruptive behavior

compromises their learning.

• My principal is a bit idealistic in his view of teenagers... [putting the principal] at odds

with older teachers who do not share the same assessment of teenagers.

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• More consistency and support when dealing with chronic behavior issues and parent

concerns would improve working conditions and climate.

• At times teachers are frustrated by the lack of timeliness and lack of consistency with

which discipline issues are handled by administrators.

• The rules are in place to maintain student discipline but they are not enforced by all

teachers and all administrators. Students will walk by both teachers and administrators in

the halls with ear buds on, clearly listening to an MP3 player, yet they are not always

asked to remove them even though our school policy states no electronic equipment

allowed. The same applies to wearing hats. The behavior in the halls is not consistently

applied.

• Rules are arbitrarily enforced by administration making it difficult for teachers to enforce

discipline in classroom because there are few repercussions once it makes it to

administration.

• Overall we have a great school however there is a small population in our school that is

disruptive. It is not fair to students and staff to have a few students destroy such a good

environment. Too many students get chance after chance to behave. It is not fair to the

cooperative population and those trying to educate. We need some kind of alternative

school for HS level.

• There is more rowdy behavior from the students, less respect and less compliance from

many of them although there are still small groups of "good" kids and "good" students.

• Students have developed a defiant tone with teachers and frequently feel justified in

cursing out teachers, talking back, threatening a teacher’s job, etc. It has become a very

scary place to work and a very stressful environment in which to teach.

• The administration has low expectations for student behavior and does not back teachers

up in maintaining classroom expectations. The teacher is assumed to be at fault when a

student complains about anything. False accusations are left to fester in a teacher's file.

The administration does not enforce hall rules. Security and principals will walk by

students wearing hats and do nothing, yet teachers are expected to confiscate the hats.

• Discipline is not consistently handled by administration which is a big frustration with

the faculty. Too much enabling by administration over home circumstances of students is

lowering expectations with these students both in academics and behavior.

• Students are very disrespectful to teachers and teachers have very little recourse to

address the problem. Many parents have a very low opinion of teachers; there seems to be

contempt for the teaching profession.

• Parents, Teachers, Administration, AND Students are all capable of doing great work

together here at our schools. However, we are all limited when students do not attend

regularly. Until we hold students truly accountable for their presence and performance

with attendance policies, our growth as a school division will be severely limited.

Absenteeism is a huge problem.

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• The lack of a strong attendance policy which would push parents to make sure that

students attend regularly severely hampers teachers' effectiveness and is a key factor in

high dropout rates and low SOL test scores.

Parent Comments Relevant to Academic Optimism

Parents expressed satisfaction with the climate of their child’s school when they felt that

their child was happy and well-cared for at school. They were pleased when they perceived a

climate that was respectful, trusting, responsive to parental concerns, and open to parent

involvement. Some parents expressed concern when they perceived a tone that was lacking in

warmth and was less respectful than what they would have liked.

• I could not have a higher opinion of the teachers, staff and programs. [The principal] has

created a dynamic environment that educates my kids both academically and socially;

[The principal] really is seeding the world with “responsible citizens and lifelong

learners”. From the teachers to the guidance department, to the cafeteria and custodial

staff, every single person is friendly, competent, caring and energetic, and models

behavior I hope my children will remember and emulate. I am grateful my children get to

spend their days in such a wonderful environment.

• I cannot say enough positive things about [my child’s school]. We are thrilled with the

climate of the school and my son is thriving there.

• The administrators and the counseling department work diligently to promote a safe and

friendly school climate. They are very accessible to parents, and promptly address

parent's concerns and questions. The school sponsors many programs which encourage

student leadership, moral development, and academic excellence. Students' academic and

athletic accomplishments are recognized at various recognition programs throughout the

school year, and parents are encouraged to take an active part in these celebrations.

• [This] is an awesome school. My child's teachers are exceptional and are not paid enough

to perform what miracles they do on a daily basis. The counselors are phenomenal as well

and the administration is off the chart unbeatable.

• [This high school] is an amazing school for my child. Her teachers are kind and caring.

She frequently stays after school with her teachers and they are helpful in whatever it is

that she needs. [This school] has always been very good with helping me and my child in

communication about school work and grades.

• We are fortunate to have had three children attend [this] high school and, in particular, be

under the tenure of [our principal who] possesses strong control over student behavior,

encourages creativity among the staff and is a fair and proper role model in all regards.

The student body is respectful of authority, talented and studious, yet seems to have fun

and enjoy age appropriate activities. More support of our teachers would be welcome,

especially given all the troubling rhetoric about public funds. We fully support the WJCC

school system.

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• I have never been happier with the school climate or with my child's academic

instruction. Administrators put her best interest first in the decisions they make. I have

the utmost admiration and respect for the school administrators and staff.

• [The] teachers are awesome. I couldn't ask for a better set of teachers teaching my

children. Not only do they care but they go over and beyond what a teacher is supposed

to do.

• School office staff and teachers are accessible and very responsive to parent concerns. I

have always been satisfied that my concerns are addressed and issued resolved. Couldn't

be happier.

• Both the administration and teaching staff at [this school] set very high standards in all

regards. We couldn't be more pleased with the education our children are receiving.

• I think it is a wonderful school with a wonderful climate. Parents are made to feel

welcome any time and to participate in the school's activities. I think the school

administration and teachers show a great deal of mutual respect for one another. I think

that they are very organized, and run "a tight ship". We are extremely satisfied with our

experience there, as well as the quality of communication with the school.

• I am impressed with the leadership at this school and the efforts made to actively listen to

and respond to any concerns that parents or students may have. [This high school] fosters

a very supportive learning environment that shows a concern for the well-being of the

whole child that is not exclusive to academic progress alone.

• I cannot say enough about my son's guidance counselors, they have made him feel

comfortable with talking with them and have been a lifeline for him during personal loss

and in helping him map out his future.

• The support staff are awesome. They return your call as soon as possible and answer

questions. The guidance staff is great. They are a great team. Very helpful and pleasant.

These staff need a raise.

• The Attendance office is extremely helpful and appears extremely concerned. The

Resource Officers have been very helpful as well.

• The school's teachers have been very helpful as has the guidance counselors. However,

the office staff are sometimes impolite, especially to students.

• The staff in the front office of the school and the administration is very standoffish and

makes parents feel very unwelcome. The cafeteria is run like a prison and the aides in the

cafeteria treat the kids like animals and give them very little respect. My child is an A+

student in honors classes and she hates lunch because of how she and her friends are

treated. … I get the feeling from the administration that they don't like or get to know the

students. This is not a school that is nurturing children. It is run more from the standpoint

that all the students are guilty until they prove their innocents. I truly think that some

changes need to be made in how the administrative staff interacts with the students and

parents.

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Academic Press

Parents expressed deep gratitude and appreciation where they perceived that school staff

provided an engaging, challenging, and meaningful learning environment for students. Some

expressed disappointment when they did not perceive the level of academic rigor that they would

have liked.

• We are incredibly impressed with [this school’s] staff and faculty. They do a great job

with a teenaged population that’s faced with many distractions and peer pressures. I

especially appreciate the athletic department’s insistence on academics first. Hats off to

all.

• My child has had some exceptional teachers who create dynamic lessons, challenge the

children academically, and treat the children with great respect. Unfortunately, my child

has also had teachers who are not prepared for class, do not work to help children in the

class understand the academic subject and do not treat the children with respect.

• Even though all 3 of my children have been key members of varsity teams, 2 of which

won the state championships, and so we all support the importance of athletics in a

balanced life, I think it is shameful that the entry hall is filled with pictures of athletes and

not a single plaque, picture or recognition of any sort of the students who excel

academically. Why do we encourage sports over study? …. I think the school sends

entirely the wrong message about the sports/study balance.

• I would have to say that overall my children have received a mediocre education. I have

invested hundreds of dollars for my children to receive math tutoring. There has been

very little rigor and lots of busy work. I have had four children go through WJCC

Schools over a 20 year period. I’m sorry to be so negative, and I don’t want to say that all

the instruction is poor. My children’s foreign language teacher … is excellent. I think

there has been too much emphasis on standardized tests that measure arbitrary knowledge

and too little emphasis on critical thinking skills. Better monitoring of instruction by

administrators with many years of experience in the classroom is needed. Great teaching

is priceless.

• I think the studying/teaching materials [are] not challenging and the practice to reinforce

what‘s been learned in the classroom has not being exercised. We believe practice makes

perfect. We expect that athletes and musicians would see their performance suffer

without practice, well, the same is true for students.

• While I recognize and admire the school division’s and state’s commitment to high

academic standards, I think the amount of homework my daughter is assigned (as a first

grader) is often excessive. I fear that this is driven more by the SOLs than by best

practices, and that it runs the risk of burning children out (not to mention taxing their

parents) at an early age.

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Support for Particular Groups of Students

Parents expressed gratitude when they perceived that their child had been well served by

school personnel. A number of parent respondents expressed particular concern for specific

groups of students they wanted to see better served, including struggling learners, students with

special needs, minority students, and academically strong students. They wanted better access to

tutoring and extra help if needed.

Struggling Learners

• There are some teachers who are willing to go above and beyond to help and others that

will do nothing beyond the time spent in the classroom at all. My child sometimes needs

extra help with some of his classes. Some teachers have been great and others not at all.

There is a huge inconsistency here. Not every student is an honor student who "gets it"

right away. I feel that those students who aren't failing, but aren't excelling either, are

truly left behind. The "C" student is told he or she is doing well, but are they really? The

lack of help for this type of student is frustrating. They want to do well, but sometimes

need that extra help to do so.

• There are no classes for below grade level or slow students. My child has trouble

learning. … Not all kids are going to college and that seems to be all this school cares

about. My son needs classes too. There needs to be a high school here in town for trades.

Special Needs Students

• My son and I have felt welcomed and important members of his IEP team for the last 2

years at [this school]. This has been true during the middle school years (not at all during

elementary years). There are many people at [this school] as well at Student Services who

watch over him and provide guidance and caring support. Collaboration and open

communication keep us all on the same "page" which allows us to practice prevention

and avoid interventions.

• Our child receives special education services under category multiple disabilities. …Our

son's academic development in high school has been extraordinary. He is becoming more

and more prepared for the semi-independent life, work, family, and being a productive

member of community. Many staff have contributed to our child's success. SPED

teachers, regular ed teachers, even cafeteria and administrative staff, physical ed staff and

librarian staff. [This school] is a great place for students to learn. Finally, the student

body at [this school] creates a fun, inclusive environment for all students, even those

whose disabilities require a bit of accommodation. Curriculum for our child receiving

special education services has been very negatively affected by school cut backs.

Secondary curriculum instruction folks are disadvantaging students receiving special

education services in class cuts. They are unresponsive to parents’ calls to be more active

in the school community. Again, from our perspective, a case of an administrative

function undermining school based decision making and services.

• My son has a learning disability. I often wish that there was a classroom setting designed

to meet his needs without having to attend another school. Although the teachers try their

best to accommodate him, I think it’s hard for teachers to teach my son when he has

something that they have never heard of.

17

Average Students

• If a child does not fall in the high achiever group or the troublemaker group that child

becomes almost invisible.

• Students who are "average" even strong average get the weakest teachers. When I

compare the academic experiences of my two children (gifted v. strong average), my

child has had some unbelievably mean, sarcastic and uncaring teachers in the average

type classes (in general). These are the kids we have to engage, yet one or two hateful

teachers can turn off the learning faster than any principal or parent can fix it.

Minority Students

• I love this High School. It fosters a diversity culturally awareness. All students feel that

they fit in for who they are regardless of race, color or social status.

• I definitely think that minority children are treated differently, less expectations to follow

rules, dress codes. I think it is widely believed among students, some parents and teachers

that there are two sets of rules, two sets of discipline depending quite often with race and

ethnicity. This is something that really needs to be addressed.

• Historically Black Colleges and Universities are not greatly advertised in the Guidance

Department. There needs to be more encouragement for black students to attend college.

Strong Students

• [I] would like to see more activities/encouragement/motivations/help for advanced

students and gifted learners. In the lower grades, you can tell that it's cool to be good

academically. But this starts to disappear when it gets to higher grades - not cool

anymore. Would like to see some efforts to be made to promote the positive learning

environment.

• I have academically strong children and I think at times they have coasted rather than

being appropriately challenged and supported in that challenge...

• The focus of the administration for the most part is on the AP students, so the advanced

but not AP students are left to feel average and under supported.

Extra Assistance or Tutoring

• I was impressed with the back to school night teacher course synopsis and the availability

of teachers for help. I do not believe my child avails himself of the help but I've

emphasized to him to ask if he needs help. Front office and the guidance counselor have

been very helpful. My child prefers the climate immeasurably over his middle school due

to the increased independence.

• I've found it very difficult when trying to get assistance from my child's teacher as far as

her progress and getting additional help for my child.

• Although there is always after school help given by the teachers, I think that sometimes

there should be more help tailored to the individual student and that teachers should be

able to form study groups of students who are having the same problem and meet

regularly. I also think that there should be some kind of tutoring service that teachers

should know about if a parent is able and willing to pay for it.

18

Relationships with Parents and the Community

Teacher and Parent Perceptions of Community Engagement

Community engagement is the extent to which the school has fostered a constructive

relationship with its community. This measure describes the degree to which the school can

count on the involvement and support of parents and community members, and the extent to

which the school provides the community with information about its accomplishments (DiPaola

& Tschannen-Moran, 2005). It is assessed using 8 items on a five-point scale. In previous

research, this measure has demonstrated the next strongest correlation to student achievement

after the three component of Academic Optimism (Tschannen-Moran, Parish, & DiPaola, 2005).

Teacher Perceptions Parent Perceptions

Division-wide 4.00 3.83




1 2 3 4 5

Division-wide

Elementary

Middle School

High School

Perceptions of Community

Engagement

Parent Perceptions

Teacher Perceptions

19

Parent Trust in the School and Teachers

Parents were asked to rate their level of trust in the school and of teachers, along the five

facets of trust. The parent trust in school measure consisted of five items and the measure of

parent trust of teachers consisted of seven items. The response scale was a six-point Likert scale

that ranged from Strongly Disagree (1) to Strongly Agree (6).

Trust of

School

Trust of

Teachers

Division-wide 4.95 5.10




1 2 3 4 5 6

Division-wide

Elementary

Middle School

High School

Parent Trust in the School and in

Teachers

Trust of Teachers

Trust of School

20

Parent Involvement

Parents were asked the extent to which they attend parent-teacher conferences, attend

school events, and volunteer for activities at school. Results tended to be somewhat higher at the

elementary level than at the middle and high school levels. Mean scores for attending parent

conferences and attending school events were typically at 4 (Often) or above, while the mean

scores for volunteering fell between 3 (Sometimes) and 4 (Often).

4.42

4.73

4

3.9

0 1 2 3 4 5

Division-wide

Elementary

Middle School

High School

I attend parent-teacher

conferences

4.26

4.46

4.02

3.92

0 1 2 3 4 5

Division-wide

Elementary

Middle School

High School

I attend school events

3.61

3.9

3.27

3.06

0 1 2 3 4 5

Division-wide

Elementary

Middle School

High School

I volunteer for activities at school

21

Faculty and Staff Perceptions of Community Engagement A theme that emerged from faculty and staff respondents was that they would like to see

a greater sense of partnership with parents, including more parent involvement and parental

support for students’ academic success. [19 respondents spoke to this theme.]

• The teachers at this school are extremely hard working and care about the students and

each other. The parents in the community help all students in the school and care about

the school as a whole unit.

• Our Faculty and Staff work very hard and well together to fulfill our mission statement of

creating lifelong learners. If parents aren't backing us up at home, such as making

homework a priority, success is slower to come.

• We have noticed over the years a decline in parent participation. Either the parents are

stressed and over worked or they feel the school is doing an excellent job.....so they do

not need to attend workshops etc.

• Parental involvement is lagging quite a bit in the last two years. We rarely see fathers at

activities. The number of mothers actively supporting their child's school is running low

this year.

• I have found that there are some parents who are unwilling to work with teachers and

support their children. I have found teachers to go the extra mile to help their students but

this is not always reciprocated by either the student or their parents. As a teacher, I find

[my school] to be a very professional and supportive atmosphere. If I ever feel

discouraged, it's largely due to students who don't do their homework, who think school

is a joke, who are disrespectful to me and sometimes to other students and parents who

do not support the learning process.

• Many parents are not involved due to more demanding job time, lack of transportation,

and/or lack of knowledge.

• We feel that we work always to the best interests of the students, but parents prefer a high

grade over high achievement and will openly attack teachers without evidence or

conference with the teacher. Teachers live in a state of constant fear of parents and

administration.

• Parental involvement is weak. Only a handful of parents actually run the PTA. We have

difficulty getting families engaged. Many do not feel the need to participate or return

notes and information. The administration is afraid of standing up for the school or for

teachers.

• [Our principal] assumes if a parent complains, the teacher is wrong and he/she needs to

adjust and make changes. The principal has no confidence in the teachers that they are

competent and able to make good judgment calls.

22

Parent Perceptions of Community Engagement

Similar to the faculty and staff who reported a desire for a greater sense of partnership

with parents, a number of parents expressed a desire for a greater sense of partnership with their

child’s school. Some parents expressed concern that their offers of support or attempts to get

involved were not well received.

• The overall impression is that … input, feedback and assistance from parents is not

needed or welcomed. I came into the school very eager to volunteer and be active in my

children’s learning, as I have done in previous schools...Unfortunately I was met with a

“we are fine, we’ll take care of your kids...go on home” attitude.

• Involve the parents. I never see my child's work or tests. I have NO idea how my child

will do on their report card this week. I never received a midterm report. We can't help

our children if we don't know how they are performing. … Edline is not usable if the

teachers don't put the information on it.

• Parents aren't invited to volunteer unless you maybe have a student in athletics or the

band, etc. There is little communication from the administration. I am a concerned and

involved parent with my younger children's school, however, I get the impression that

parent involvement is not welcome at [this school]. The administration has not been very

welcoming of parents. However, my child's teachers have always replied to my inquiries

and concerns.

• There have not been many opportunities to volunteer in my child's classrooms or at the

school in general.

Parent Perceptions of Communication

Communication emerged as a strong theme among parent respondents. Parents expressed

satisfaction when they perceived open and active communication with their child’s school and

discontent when the quality or quantity of communication with their child’s teachers and school

leaders was not what they would have hoped. Parents appreciated Edline when it was used

consistently and expressed frustration when it was not. A number of parents expressed concerns

about the lack of parent conferences at the middle school level.

• Most of the teachers are great about informing us of daily and weekly assignments. If we

ever have a problem we have been able to talk to that teacher and usually we can come up

with a fix between teacher/parent/student.

• I have been greatly impressed with the use of Edline. However, in 3 years of middle

school, I have never been contacted for a parent teacher conference. I suppose this is

because my child does well in school. What I can say is that I have always been able to

communicate with all of my child's teachers using email and have always had and

concerns addressed immediately.

• I have 2 girls at [this middle school]. They are doing well and their teachers keep us very

well informed about homework assignments, grades, and anything we need to know

about. We are very happy with Edline and look at their reports every day. I don't know

about the internal workings of the school but I am happy with the way the girls are

learning there.

23

• I am thankful for the "climate" of communication which is afforded by Edline. Frequent

inspection of my son's progress/grading and e-mail with his teachers has been an

immense benefit to me, as a parent. I have e-mailed teachers quite often, and have always

received replies. Meeting with teachers at the “open house” activities (High, Middle and

Elementary School) has been quite satisfying, also. Meeting and talking with them has

convinced me, with just a few exceptions, they are all top notch teachers and good

people. I think I would like to have some kind of communication channel with the

Principal, and get a periodic report of what he is doing with the school. I did e-mail him

once, and never got a reply.

• We just need the teachers to keep us up to date on homework assignments or any

concerns via Edline or email. My child has one teacher that does this on a daily basis and

it's awesome!!! Since in Middle School there is not any parent teacher conferences, it's

very important for us, as parents, to be able to communicate with the teacher if we feel

there is a need.

• Communication with parents is inconsistent depending entirely on the teachers'

conscientiousness in updating Edline to provide information about grades and

assignments. I've complained [about] not having enough info from teachers to support

and guide my child and be rebuffed with statement that teachers have no "requirement" to

communicate with parents. I hope that your survey can provide some incentive for

administration to view parents as resources for children's education and require them to

communicate consistently. This is especially true for advanced placement (AP) and

advanced classes that have excessive requirements and workloads for teenagers.

• Communication is a problem and very inconsistent. Most teachers are wonderful and

maintain their Edline accounts; others only send updates once a quarter. Information

about extracurricular activities is difficult to obtain. I suggest a listing of extracurricular

activities with their sponsor’s names be added to the school website. Athletics could also

use better communication. …. My child’s coaches have often changed times and places

without notifying the athletes and parents.

• [I] would recommend the school division to require all teachers to update Edline a

minimum of twice per week. This is a great tool for parents to use to help their kids

which teachers are always complaining about but the tool is not used by all teachers

regularly.

• The school web site needs to be the central point of information with up to date info

unfortunately that's not the case… It would be a huge benefit if you relooked at structure

of the page. It's not exactly the most user-friendly page. … It's an easy way to shine and

show off.

• I would like to see more communication (on the webpage) about after-school

programs/clubs and about PTA activities.

• There is quite a bit of contradictory information given to parents and students. The daily

announcements may say one thing while the various sections of the school web page say

another and the teachers tell the students yet a different version. An administrator needs

to be assigned to check all parts of online communication to make sure it is up-to-date

and correct.

24

Faculty and Staff Dynamics

Teacher Professionalism

Teacher professionalism describes teacher behavior characterized by commitment to

students and engagement in the teaching task. Professional interactions among teachers are

cooperative and teachers are supportive of one another and teachers respect the professional

expertise of colleagues (Hoy, Hannum, & Tschannen-Moran, 1998). Teacher professionalism has

been correlated with student achievement (Tschannen-Moran, Parish, & DiPaola, 2005). This

measure consisted of seven items, with responses on a five-point scale. The mean scores among

WJCC faculty and staff were higher than those of the comparison samples at all three levels,

with mean scores above 4 (Often) at all three levels.

WJCC Comparison

Sample

Division-wide 4.32




1 2 3 4 5

Division-wide

Elementary

Middle School

High School

Teacher Professionalism

Comparison Sample

WJCC

25

Organizational Citizenship Behavior Organizational citizenship behavior is exemplified by teachers who go above and beyond

the minimum requirements of their contract to contribute to the smooth functioning of the

organization (DiPaola, & Tschannen-Moran, 2001). The construct is measured on a 12 item

scale with a five-point response set. Organizational citizenship has been shown to be related to a

positive working environment, job satisfaction, and student achievement. The mean scores

among WJCC faculty and staff were higher than those of the comparison samples at the

elementary and middle school levels, and was comparable with the comparison sample at the

high school level.

WJCC Comparison

Sample

Division-wide 4.06




1 1.5 2 2.5 3 3.5 4 4.5 5

Division-wide

Elementary

Middle School

High School

Organizational Citizenship Behavior

Comparison Sample

WJCC

26

Faculty and Staff Trust in Colleagues

Faculty and staff trust in their colleagues was assessed by eight items that asked

participants to report their level of agreement with statements aligned with the five facets of trust

(benevolence, honesty, openness, reliability, and competence) on a six-point scale from Strong

Disagree (1) to Strongly Agree (6) (Hoy & Tschannen-Moran, 2003). Research has linked

faculty trust in colleagues to student achievement. The mean scores among WJCC faculty and

staff were higher than those of the comparison samples at all three levels.

WJCC Comparison

Sample

Division-wide 5.05




1 2 3 4 5 6

Division-wide

Elementary

Middle School

High School

Faculty Trust in Colleagues

Comparison Sample

WJCC

27

Faculty and Staff Morale and Job Satisfaction

Faculty perceptions of morale and job satisfaction were assessed on a five-point scale

ranging from Never (1) to Very Frequently (5). The mean scores for morale were between 3

(Sometimes) and 4 (Often). The mean scores for job satisfaction were higher, between 4 (Often)

and 5 (Very Frequently). Scores for both morale and satisfaction were generally higher at the

elementary level.

Division-wide Elementary Middle School High School

Faculty morale is good at this school. 3.66 3.79 3.46 3.47

I am satisfied with my job at this school. 4.31 4.38 4.20 4.20

Faculty and Staff Comments Regarding Faculty Dynamics

Working Conditions

WJCC faculty and staff value a positive, supportive, and respectful working environment

that is student-oriented and where everyone works together to meet high standards. They

reported flourishing in an atmosphere where high expectations are balanced by support and in

which people are both working hard and having fun. They appreciated being treated like

professionals and having opportunities to grow professionally. Attributes of a working

environment they valued included one that was warm, cooperative, united, happy, and relaxed.

[42 respondents reported satisfaction with the working conditions at their schools.]

• [This] feels like a highly professional place to work. I feel respected and supported by

both administration and parents. I feel a camaraderie between all communities here:

among teachers; within the strong teacher-student relationships; and among the student-

student relationships. We take to heart a high level of expectations for ourselves and our

students, and the nurturing environment we all experience makes it possible to achieve a

great deal. Most members of the [our school] community, students and teachers included,

experience the joy and rewards that come from working hard and having fun doing so.

• We have excellent working conditions. The school is great and the staff are trying their

best to teach and work with the students every single day. The administrations and

support staff are excellent. I find the people within my department extremely supportive.

Teachers cooperatively work on lessons, activities, etc. to enhance student learning.

Teachers volunteer to act as mentors to students in the building who are not necessarily in

their classes. The administrators are visible in the halls and classrooms on a regular basis.

• [This school] is a great place to work because of the commitment by all of its staff

members to go above and beyond in all that they do - their encouragement of learning for

all students, their care and nurturing of the many personal and social needs of all

students, the camaraderie and support of each staff member, and the relentless creativity

and willingness to work beyond given standards.

28

• Thanks to the great leadership of our principal, we have made incredible progress in our

building. Our scores are terrific, but even better, when you walk in the building and see

kids at work, you know that you are in a climate that fosters success and pride. Students

know they are cared about, know that they can succeed, and know that their teachers will

help them make their lives better. We have a professional learning community and a

climate that fosters positive strides in both staff and students. This success is due in

combination to a great principal and to energetic and committed staff members who are

very happy to be working at our building. We are a staff that is blessed by a strong

community, a great staff, students who are ready to learn, and parents who, for the most

part, support our efforts and initiatives. I wouldn't want to work anywhere else.

• Many visitors to this school have remarked frequently about the warm, positive

environment and clean physical plant that they have experienced. Students feel safe and

support each other in academic and social endeavors. The staff frequently shares its areas

of expertise for the benefit of other teachers and students. Administration and staff are

respected by a supportive, broader school community.

• [Our school] is a very positive working and learning environment where students are the

primary focus of everything that happens. Decisions are based on what is best for

students and what will promote learning with best practices and compassion.

• Students respect faculty and enjoy coming to school. Teachers and administration work

through conflicts constructively together and come up with innovative ways to improve

the school environment. … The students are served in a variety of ways at the school and

the environment will keep improving under the current administration.

• As a staff we are empowered and supported by our administration to conduct our classes

in accordance with the highest standards yet also with individual creativity. While our

individual grade level and specialist teams are quite tight with each other we still

experience an overall sense of team with our school as a whole and enjoy what we feel

makes us special. Staff commitment to every student is high. Sometimes the best climate

in a school is one that is not "regulated" on a continual basis.

• [Our school] is an amazing school. Just ask anyone who walks into our building...they

often will comment on the overall climate of the building indicating that it is warm and

welcome. It is a happy place to be for students, teachers, and families alike.

• [This] is a wonderful, very professional, yet (overall) fun, relaxed place in which to

work. We maintain very high standards, but do so in a way that the children benefit and

grow beyond their ideas, and teachers want to continue to allow them to do so.

• I really feel that this is a school that "works". We do many, many things in and out of the

regular school day that gives our student's many opportunities for learning, expressing

and achieving. I take pride in working at this school and work hard to offer positive

opportunities for student learning.

• [Our school] is an exceptional place to work. There is much teamwork among teams and

among the faculty in general. The principal takes an active role in creating a positive

school climate.

29

• Overall I think we have good working conditions, and within the school our teachers/staff

have good, professional working relationships.

• Efforts are being made to bring staff members together for a common goal of serving our

children. Efforts are being made to provide positive feedback to staff and to enhance the

learning process for all. I am very happy to working at [our school] this year.

• It has been an absolute joy to teach at [my school]. The faculty and administration expect

nothing but the best from each other and their students. Expectations are clear, students

are expected to give their best, and everyone is accountable.

• Teachers are awesome. All teachers work with the high expectations of students reaching

higher goals in the classroom. Support is evident throughout the building.

• I feel that this is a great place to work. Student needs are the primary focus. The staff

works together for the good of all students.

• We have been working very hard to create a positive, uplifting environment for the

students and staff at [our school].

• After many years of teaching in different states, and several school divisions, [this] is the

best staff that I have ever worked with. I can't imagine myself working anywhere else.

The staff here are GREAT collaborators and always go the extra mile, putting the child's

needs first. ... They have to use their own money to fund projects that explore various

levels of critical thinking.

• Overall this school and county is a good place to work and teach. It could be made better

by allowing teachers more freedom to create and innovate methods to change the hearts

and minds of students.

• Most of my fellow teachers are hard working and very dedicated. I am impressed with

most of the teachers who teach at my school.

• I believe my school is a wonderful place for students to learn and teachers to grow

professionally. I believe morale is high in our building.

• I enjoy working at my school. It is a warm and friendly environment. Teachers and staff

support and care for one another.

• We have so many dedicated teachers. These teachers give their own time to students after

school, before school, and some have even had weekend study sessions for SOL review.

• I feel really lucky to work at [my school], the administration is trusting and the teaching

staff is supportive.

• Our principal treats [the] staff with professional respect and allows us to do our jobs.

Because staff morale has increased, student morale has increased also.

• Great building, great staff, great parents, great job. I love it.

• This is by far the best school in which I have had the privilege to teach!

• [My school] is a great place to work. I have nothing but great things to say about the

students I teach and the people I work with.

30

Morale

Faculty and staff reported that morale suffered in their buildings when important values

were not fully evident in the tone, policies, and practices of their schools. Morale was low in

schools where trust had been damaged and where faculty did not feel that they could count on

the support of their colleagues or leaders. Faculty and staff reported high levels of stress in

response to increasing accountability pressures. [16 respondents reported that the morale in their

building was low.]

• Morale has been very low the last 2-3 years. The No Child Left Behind Act, including

SOL's, is suffocating the educational system and the learning process.

• A lot of the camaraderie among the faculty has been lost over the past 3 years. The staff

is stressed, the pressure to get the students to perform well on SOL's is tremendous. It

feels like the whole focus of the school environment is test based. …Recess is very short,

the children unable to burn off excess energy, which manifests itself in disruption in the

classroom. Planning periods are almost totally consumed by meetings.

• The faculty is stressed from the high-stakes situation. I think the students and parents

sense the stress and negativity. A parent recently told me that "[This] just doesn't feel like

a happy, fun, place. It feels more like a military school."

• I KNOW that we CAN make every student successful, but am not sure of the best way to

achieve this given the circumstances. I have worked at a lot of schools in many different

positions and have never seen a school quite like this. I think the extra pressure is taking a

toll, despite the 'support' and all the hard work of the teachers.

• Morale at the school feels to be very low, and it has been this way for a long time. The

faculty often feel stressed, pressured and over-scrutinized. They feel unencouraged and

unsupported by the administration. I think the teachers do a wonderful job of striving for

excellence in spite of this, however, and our students receive a great education, due to

their hard work, talent and perseverance.

• At times, the stress level is unbearable. The teachers and support specialists have always

worked closely to ensure competence for all students, believing in the WJCC mission of

fostering lifelong learning and independent thinking.

• I think our school is a terrific school in so many great ways but I believe we do have a lot

of room to grow with regard to improving our overall school climate in the years ahead.

• Morale has deteriorated over the past few years and teams working effectively with each

other has declined substantially.

• Many staff members stay in their classrooms because they have learned not to trust each

other because of the climate and negativity. The morale at this point is at a critical level.

• Across the division, teachers are frustrated with the number of initiatives that have been

added on each year without removing something. Higher numbers of students in their

classes, lack of raises, and the stress we all feel associated with closing the achievement

gap contribute to feelings of frustration and fatigue. For the most part, we have no control

over these factors (particularly the reality of the budget and our high numbers of students

who need intensive remediation) but these factors definitely impact climate.

31

Collaboration and a Spirit of Teamwork

Teachers and staff members expressed that they value time to work together to plan and

collaborate on problem solving. They expressed satisfaction when they experienced a sense of

teamwork. They registered discontent when a collaborative culture was not evident in their

schools. [7 Faculty and Staff made comments regarding this area.]

• Every teacher … is so focused on what is best for all of their students regardless of

demographics. It is an environment that stresses "everyone can." Those who need help,

get it and by many different caring hands. I feel incredibly blessed to teach here and to be

on a completely collaborative team where everyone plans together, shares lessons and

treats each other as equals.

• Staff must be given time to talk and share and help each other. With that said, I think that

more effort has to be placed on climate, and a welcoming attitude for the exchange … of

information. More than anything is the time it takes to understand and work with people

who can be inspired to unimaginable heights of achievement if given the gift of time,

encouragement and patience.

• Team building experiences are needed to develop relationships professionally. As much

as some teams say they plan together it doesn't happen as frequently as it should. New

teachers or teachers reassigned from different grades should be given full support from

team leaders. Collaboration SHOULD include sharing of ideas and materials but this

does not happen consistently.

• I would like to see teachers work together more when planning lessons and to bring a

more positive attitude towards their job. … I feel I could do a better job with a more

positive faculty.

• Time for planning and implementation of lessons and activities that benefit students is the

greatest obstacle.

Stresses Regarding Schedules, Resources, and Expectations

WJCC faculty and staff valued having the time to do their jobs well and the resources

necessary to best meet student needs. Some faculty and staff reported that they were stressed by

the expectations being placed on them to meet higher accountability targets with diminishing

resources. They reported feelings of frustration, fatigue, depression, resentment, and burnout.

• I believe the large number of students and reduced planning greatly affects are ability to

design creative and interesting lessons for the students, as was accomplished in the past. I

do not feel as though I am teaching to the best of my ability as I have in previous years

and I am constantly struggling to keep up with grading and planning. I sorely miss the

individual attention I once offered students. Generally speaking, we are exhausted and

cannot offer our very best to the students, help them in most productive manner, or

maintain classrooms of high interest under the current circumstances. We need additional

planning time/ and or fewer classes.

• With our expanded class schedules teachers are finding it hard to meet and get done

everything they need to in a day. Cross curriculum planning has all but disappeared along

32

with time for parent teacher conferences. Because of the increase in classes and students

it is impossible for all core class teachers to meet during the day for more than 20

minutes (our lunch). The lack of planning time has become the biggest obstacle for

teachers in this building (with the exception of 6th grade which was unaffected by the

changes). One planning period is just not enough time to plan lesson, set up conferences

(again not all grade level teachers share the same planning time), assess student work, set

up cross curriculum activities, and prepare class materials. We have constantly been

asked to do more and more with less and less.

• The teacher work load is increasing significantly each year. I work seven days a week,

twelve plus hours a day, and still find myself struggling to find a few more minutes to

complete chores that need completing. I am well planned, thoughtfully prepared, and still

unable to find enough time to teach the curriculum as thoroughly as the children deserve.

This is because of the wide span of abilities and special needs within my classroom. It is

impossible to complete all the tasks given to teachers in a high quality manner. …We

have little to no professional dialogue.

• We are overwhelmed and asked many times to do more for the students, but we are

stressed as it is to teach everything required in the time frame given. As a result, the

enthusiasm and joy of teaching seems to have gone by the wayside. The frustration we

feel at pushing students forward who are not yet ready weighs on many of our minds.

• Expectations are very high for the faculty and the workload is also very demanding.

Many extra hours are needed to complete the work. Planning time is limited and

frequently used for meetings, and parent conferences.

• We are under stress due to this year's increase teaching time/student contact hours and

reduction in planning time. We are teaching more students for more hours during the day.

We have fewer hours to prepare, reflect on our teaching, meet/connect with parents, and

meet with our colleagues to discuss student achievement.

• Many teachers are working nearly day and night to stay ahead of their game. Classes are

large. Students are unruly and the climate for learning is not the best.

• My frustrations don't have to do with the "climate" of my school. It is the ever increasing

demands and stress of this career....Although I am a "seasoned" teacher, my job is far

more stressful than when I first started teaching. I used to LOVE teaching, but lately I am

feeling very burned out.

• Recently [my] team has carved out a time to plan together (it has to be lunch time) and

this is very helpful. But then again, I resent that I have to take my lunch time to plan.

With no raises, cost of living rising, and more and more demands, the outlook is

depressing many days.

• When adding programs, expectations, and responsibilities to teachers' expected duties

take away other programs, expectations, or responsibilities to balance the work load.

• The new middle school schedule is grueling!

33

School Leadership

A set of three leadership variables are salient aspects of school climate: instructional

leadership, collegial leadership, and faculty and staff trust in the principal. Although these

variables are typically not found to be directly related to student achievement, they are indirectly

related to achievement through their relationship to other school climate variables.

Instructional Leadership

Instructional leadership consists of a set of six items that assess teachers’ perception that

their principal is interested and aware of what is going on in teachers’ classrooms and is involved

in providing meaningful professional development opportunities for teachers. At the same time,

the principal lets faculty know what is expected of them and maintains high standards of

performance. The mean scores were highest at the elementary level.

WJCC

Mean

Division-wide 4.19

Elementary 4.31

Middle School 4.17

High School 3.85

1 2 3 4 5

Division-wide

Elementary

Middle School

High School

Instructional Leadership

34

Collegial Leadership

Collegial leadership is characterized by behavior of the principal that is supportive and

egalitarian. The principal is considerate, helpful, and genuinely concerned about the welfare of

teachers. The principal is open to exploring all sides of topics and willing to make changes.

(Hoy, Hannum, & Tschannen-Moran, 1998). The mean scores among WJCC faculty and staff

were close to 4 (Often) and these were higher than those of the comparison samples at all three

levels.

WJCC Comparison

Sample

Division-wide 4.05




1 2 3 4 5

Division-wide

Elementary

Middle School

High School

Collegial Leadership

Comparison Sample

WJCC

35

Faculty and Staff Trust in the Principal

Faculty trust in the principal consists of eight items that assess the five facets of trust:

benevolence, honesty, openness, reliability, and competence in relationship to the school leader

(Hoy & Tschannen-Moran, 2003). The response set for this measure was a six-point Likert scale

ranging from Strongly Disagree (1) to Strongly Agree (6). The mean scores among WJCC

faculty and staff were between slightly and somewhat agree, and they were higher than those of

the comparison samples at all three levels.

WJCC Comparison

Sample

Division-wide 4.83




1 2 3 4 5 6

Division-wide

Elementary

Middle School

High School

Faculty Trust in the Principal

Comparison Sample

WJCC

36

Faculty and Staff Perceptions of School Leadership

Faculty and Staff expressed a strong sense of gratitude where they perceived that their

administrators were supportive, trusting, accessible, and respectful. They appreciated being

treated like professionals. They wanted to feel that their concerns were heard and taken seriously.

And they valued participating in the decisions that affected them. [25 respondents spoke to this

topic.]

• I have never experienced a better work environment. This is due to our administrator. …

I can say that our principal has clearly created an extremely productive staff that share his

vision of education. He has no favorites in this school and treats us all with the same

respect, courtesy and instead recognizing only a few, he commends the staff for all

having a hand in the school's successes as well as short comings. I am blessed to be a part

of a large educational team and could not feel more motivated as I walk through [the]

doors each morning.

• I am treated as a professional and as an adult at [this school]. I feel that I can take my

concerns to administration without fear of ridicule, or embarrassment. I cannot stress

enough how wonderful [that] is. And that makes all the difference in the world. Also, the

students at [this school] seem to enjoy being at school, for the most part. They are

involved, and excited about learning. I think that trickles down from the top as well.

Administrators make teachers feel good, then teachers make the students feel. It's a great

cycle.

• I love working at [with this administration]. They treat us like professionals, trust their

staff to do their job and make good decisions without micro-managing us. [Our principal]

does expect us to work together and problem solve conflicts like adult professionals.

• I have the utmost respect for [our administrators] and although they expect a lot, we rise

to meet that standard. They make school a fun and safe place to learn and they know how

to balance everything we have on us in this day and age. Our teachers demand the highest

quality of our students and it shows.

• I feel the principal sets a good example for the staff. She is always in the building and she

moves around from room to room while here. She eats in the cafeteria. She knows the

students. She is quite effective in my opinion.

• [Our principal is] very approachable, always keeps the door open, and seems to "get"

what teachers need. We don't want much, just a pat on the head once in a while. And if he

has a problem with something, he tells you so you can address it.

• I believe that [my school] provides an atmosphere which supports the mission of WJCC

due to the leadership of the principal and the professionalism of the staff.

• Our principal has instituted initiatives that indicate he is dedicated to improving student

performance, and he addresses faculty concerns fairly. The current administrative team

has the respect, as well as the support, of the faculty and staff.

• Our principal and vice-principal do expect a lot from their teachers, but give them the

support and trust necessary to be the professionals they are.

37

• I am very happy and comfortable. Our principal promotes a wonderful open door

environment. She supports us as teachers with respect and dignity. This is a great place to

work !!!!!!

• All teachers should have input into their professional work. Teaching is more than just a

job. It is a way of life.

• [Our school has] a wonderful atmosphere for both students and staff. The administration

is very supportive and willing to listen to ideas and concerns.

• The principal and assistant principal successfully implement an effective shared decision-

making leadership model.

• The working conditions at [our school] are very good. The leadership addresses issues

quickly and professionally concerning students, parents and staff.

• This particular school is phenomenal!! And that is, I believe, a direct result of

administration and their support and involvement.

• The climate in the building and morale have improved significantly. Teachers feel

supported and there is follow-through with issues. We are so grateful!

• Wonderful principal and assistant principal who are sensitive, approachable, kind, caring,

cooperative and work well together.

• Our principal and assistant principal are a good team and both seem to really care about

our students and staff.

Teacher Recognition and Positive Feedback

WJCC faculty and staff would enjoy more explicit expressions of appreciation, and

having a greater sense that their hard work is noticed and valued. They want to feel respected and

trusted as professionals and expressed distress when this was not the case. [22 respondents

expressed that this value was not fully met.]

• This is a beautiful family-friendly environment to work in, and I am lucky to have it. But

a good social environment with mutual respect and time built in the day to prepare …

would be a welcome change. …Truly there could be more acknowledgment for a job well

done and a feeling of job security would be nice…. We are all on the same team and we

all matter.

• There are a lot of good things happening in the classroom but I do not feel [our

administration] knows about them.

• I like coming to work every day because of the students that I teach and the teachers that

I work with. I wish that I felt supported by my administration, but I do not.

• We seldom hear any feedback about what we're doing or accomplishing, with the

exception of general platitudes in staff meetings.

• Teachers care deeply about the students, but are unappreciated, and undervalued as

professionals.

38

• I love my job and working with students. There are times that staff feels underappreciated

for all their hard work and it truly hurts the morale of the staff.

• I like the teachers I work with and I love my students, but I by no means feel that I am

treated or respected as a professional. …I come in early and stay late, but I get the strong

feeling that that is not appreciated any more -- it is simply expected of me.

• I believe the school and division administrations need to communicate a sense of

empathy and appreciation for the amount of time that middle school teachers are now

devoting to "just keeping up" with our schedules and grading.

• I think that "kinder" e-mails telling us what we are doing right would be day brighteners

rather than receiving general e-mails addressing the mistakes made by a few teachers.

• It's as if the principal doesn't trust the teachers to do their job. We have incredible

teachers in this school, who work long hours to ensure that they are able to meet the

needs of each of their students. Yet we never [feel] confidence from [our] principal.

• The teachers support each other more than anyone could ever imagine. I would like

principals held accountable for improving the school morale. A positive comment or a pat

on the back would be nice once in a while. I think it's been way too long for the teachers

at my school since any of us have gotten any of those.

• Teachers who choose to stay here and teach do so, not because they want an easy job, but

because they truly want to make a difference in the lives of these children. Someone

needs to recognize that these teachers are doing amazing things. … The teachers here

support each other, though, in a beautiful way.

• Recognition for extra time and effort put into maintaining a positive learning

environment while dealing with large class sizes, no pay increases and an increase in

behavioral and academic needs would help improve climate.

• I believe the teachers at [this school] work very hard, but receive little recognition from

their peers and the community.

39

Perceptions of Problem Behaviors and Safety

Faculty and Staff as well as parents were asked their perceptions of problem behaviors. In

addition, they were asked their perceptions of student safety. Most of the responses fell in the

“sometimes” to “very little” range (response scale: 1= Not at All, 2 = Very Little, 3 =

Sometimes, 4 = Often, 5 = A Great Deal). For faculty and staff, the top concern was student

absenteeism, with a division-wide mean of 3 (Sometimes). This concern was followed by

concerns about student teasing, bullying, threatening and intimidating one another. The

perception of the prevalence of these behaviors was between 2 (Very Little) and 3 (Sometimes).

Parent concerns mirrored faculty and staff concerns when it came to teasing, bullying, and

intimidation. A number of parents noted in the comments section that they didn’t feel that they

knew enough to answer the questions in this section accurately and wished that a “Do Not

Know” response had been offered. Others simply skipped these items.

Faculty and Staff Perceptions of Problem Behaviors

Division

Mean

Elementary

Schools

Middle

Schools

High

Schools

Student absenteeism 3.01 2.73 3.09 3.81

Students making fun of other

students

2.89 2.69 3.18 3.19

Bullying 2.68 2.53 2.94 2.86

Students intimidating other students 2.52 2.30 2.84 2.85

Disorder in hallways 2.49 2.19 3.02 2.87

Disorder in the classrooms 2.48 2.30 2.70 2.79

Students threatening other students 2.36 2.16 2.62 2.68

Students feeling fearful of other

students

2.34 2.14 2.60 2.70

Fighting or physical conflicts among

students

2.32 2.14 2.54 2.67

Threats of violence toward teachers 1.67 1.47 1.80 2.15

Sexual harassment 1.64 1.20 2.16 2.43

Drug use 1.55 1.06 1.75 2.82

Alcohol use 1.51 1.06 1.65 2.73

Gang activity 1.44 1.16 1.61 2.10

40

Parent Perceptions of Problem Behaviors

Division

Mean

Elementary

Schools

Middle

Schools

High

Schools

Students making fun of other students 2.73 2.52 3.17 2.94

Bullying 2.46 2.28 2.83 2.62

Students intimidating other students 2.35 2.12 2.78 2.59

Students feeling fearful of other students 2.17 1.94 2.57 2.47

Disorder in the classroom 2.15 1.91 2.46 2.56

Fighting or physical conflicts among

students

2.14 1.87 2.54 2.54

Students threatening other students 2.10 1.84 2.53 2.43

Disorder in hallways 2.08 1.72 2.59 2.64

Drug use 1.50 1.06 1.71 2.61

Sexual harassment 1.47 1.11 1.89 2.16

Alcohol use 1.47 1.06 1.65 2.53

Gang activity 1.40 1.13 1.67 1.91

Faculty, Staff, and Parent Perceptions of Safety

Faculty and staff perceptions of student safety were assessed on a 5-point scale, while

parent perceptions of student safety were assessed on a six-point Likert scale ranging from

Strongly Disagree (1) to Strongly Agree (6).

Faculty Perceptions of Safety Division Elementary Middle High

I feel safe while at school. 4.67 4.77 4.66 4.39

Students feel safe in this school. 4.49 4.68 4.30 4.11

Parent Perceptions of Safety and Discipline

I don’t have to worry about my child when he/she is at school. 4.95 5.17 4.50 4.71

My child is safe at school. 5.03 5.25 4.65 4.74

My child is safe going to and coming home from school. 5.11 5.26 4.85 4.90

My child can talk to someone at school if they do not feel

safe.

5.06 5.27 4.70 4.78

Student discipline is enforced fairly and consistently. 4.75 5.02 4.36 4.36

My child’s school has enough extra-curricular activities to

keep him/her engaged.

4.69 4.68 4.43 4.99

41

Parent Comments about Problem Behaviors

In the comments section, parents expressed concerns about a number of problem

behaviors. Chief among these was the problem of bullying. Also mentioned were inappropriate

sexual behavior and drug and alcohol use.

Bullying

• My son is the victim of bullying often. He is a student with a few special needs and he is

picked on in every class he attends. He does not feel safe to get help or to tell anyone. He

is made fun of for asking questions and the other students are allowed to harass him as he

tries to learn.

• Throughout my daughter’s educational experience in James City County School District,

she has grown so much in knowledge, and has grown to trust others. But as far as

bullying goes, I feel that there is no safe zone, when children with disabilities are

concerned. … Our daughter is loving and caring, but as most students with disabilities,

she is always on her guard from mental attacks from other students. Bullying is a difficult

thing to catch when it occurs, and harder to see, when it's a mind game. I am afraid for

my daughter when she goes to high school.

• My son tells me that a lot of problems with bullying and fights occur in the cafeteria and

the hallways.

• None of my children have been bullied, but they have been concerned for classmates who

were bullied in class or in the cafeteria during lunch. I was dismayed to hear of faculty

members ignoring bullying/harassment incidences in their classrooms, although guidance

acted immediately when my kids became worried about classmates being harassed by

other students and expressed their concerns to guidance.

• There is a huge amount of intimidation, bullying, pushing around kids in the hallways,

etc. Students learn that if they are polite to the teacher’s face they can do anything they

want when the teacher’s backs is turned. A child being bullied is highly unlikely to get

help from the school unless the parent becomes involved to a point where the child gets

picked on even more for having mom & dad always around. There are some very good

and caring people at the school. While they may not be aware of what is going on they do

their very best to protect the student if the bullying, etc. is pointed out to them.

• My child has told me [about] ‘gangs’ that regularly hang out in the hallways and harass

only certain students who pass by. It is completely race-based with racial slurs being

freely thrown at passersby, who if they say anything, immediately get physically

threatened. … While I’m sure it’s your stated goal to ensure all are treated equally

without regard for race, creed, color or sex; what is in fact occurred is looking the other

way and setting clear double-standards in full view of students. I’ve repeatedly spoken to

my child about NOT taking what he’s seeing and experiencing (in the hallways) and

making blanket conclusions based on race. This school is NOT making this task easy.

Academically, I think the school is great and there is a fantastic sports/extra-curricular

program, but I worry that my child will form completely inaccurate perceptions (and

resulting resentments) now that will be very hard to change later in life... no one needs to

proceed through their lives poisoned in such a manner.

42

Inappropriate Sexual Behavior

• Sexual misconduct between students, (either verbally or physically), texting, and unruly

behavior is prevalent inside the classroom and hallways and teachers neither have the

time, energy, or inclination to correct those actions. School dress code is NOT enforced

as it should be. It is appalling that students are allowed to enter the school/learning

environment dressed the way some do. I feel that students have become increasing more

disrespectful towards teachers, administration, and each other in the last 4 years. Overt

sexual behavior has become the norm, openly defiant disrespect is acceptable, and the

teachers have limited power in how they can enforce disciplinary actions without losing

valuable class time.

• I am concerned about the climate at [the middle school]. I feel there is sexual harassment

occurring towards girls from boys and I am not convinced that some of the teachers

recognize it as such.

• As a mother of a teenage boy, I can tell you that I don't always hear much about exactly

what is going on. I ask and unless something is really wrong, I don't hear much. I haven't

heard about fighting or bullying but I have heard about a great deal of PDA in the halls

and "alcoves." My son isn't really disturbed by it, but does think that it is inappropriate as

do I.

Alcohol and Drugs

• I have been dismayed at least twice that disciplinary actions were not taken with athletes

who were caught in violation of school policies on alcohol because they were competing

in regional or state meets. This message has been transmitted through the student body to

mean, "If you are a good enough athlete, you can get away with anything and not get in

trouble." Again, this is not the message we need to send.

• I have heard from more than one student that there is a lot of drug use but no more at this

school than the other two schools.

• There is an enormous drug and alcohol problem at [this school]. My child was basically

harassed into experimentation in the 10th grade. … As a family we do not approve,

condone or allow illegal drinking, drug use, and we feel we are in a huge minority.

• In my opinion, use of marijuana, and especially alcohol by local teens continues to be

greatly underestimated by parents in our community.

43

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WJCC Climate Survey Report 5-6-11 · The faculty and staff survey consisted of 100 items that assessed various aspects of school climate. The survey was organized around ten theoretical

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