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HRS Level 1: Safe and Collaborative Culture
HRS Level 1: Safe and Collaborative Culture
The High Reliability Schools (HRS) level 2 survey measures 6 factors that assess a school's capacity for effective teaching in every classroom to determine the degree to which individuals agree, or disagree, with statements on a 5 point Likert scale (5 = Strongly Agree, 1 = Strongly Disagree).
The HRS level 2 survey was administered once in the 2018-19 academic year to four different stakeholder groups: administrators, faculty, students and parents. This data will inform district initiatives and serve as a baseline from which to gauge growth.
Results from the 2018-19 academic year indicate the global average response (across all stakeholder groups across those 8 factors) was 3.74 on the 5 point Likert scale. This means most of those surveyed agreed with the positively worded assessments of BMS culture as safe and collaborative. Highlights are presented below.
Average responses from Faculty (4.3) and Students & Parents (3.9) indicate that all stakeholder groups agree that BMS culture is safe and orderly.
Average responses from Faculty (3.8) and Students & Parents (3.3) reflect a positive assessment of BMS culture appropriately celebrating success (individual & collective).
Average responses from Faculty (3.3) and Students & Parents (3.0) indicate that while stakeholders do not have a negative view on their ability to inform district direction, this is a growth area for BMS.
Average responses from Faculty (3.9) and Students & Parents (4.0) indicate that all stakeholder groups agree that educators regularly collaborate to further district initiatives.
Average responses from Faculty (3.7) and Students & Parents (3.9) indicate that all stakeholder groups agree that district resource management directly supports teachers.
HRS Level 2: Effective Teaching in Every Classroom
HRS Level 2: Effective Teaching in Every Classroom
The High Reliability Schools (HRS) level 2 survey measures 6 factors that assess a school's capacity for effective teaching in every classroom to determine the degree to which individuals agree, or disagree, with statements on a 5 point Likert scale (5 = Strongly Agree, 1 = Strongly Disagree).
The HRS level 2 survey was administered once in the 2018-19 academic year to two stakeholder groups: administrators & faculty. This data will inform district initiatives and serve as a baseline from which to gauge growth.
Results from the 2018-19 academic year indicate the global average response (across all stakeholder groups across those 6 factors) was 4.02 on the 5 point Likert scale. This means most of those surveyed agreed with the positively worded statements assessing BMS's capacity for effective instructional practices. Highlights are presented below.
Educators (4.13) and Administrators (4.35) agree: BMS has a Clear Vision of Effective Instructional Practices.
Educators (4.11) and Administrators (4.40) agree: BMS Educators receive continuous Support to Improve Instruction.
The HRS Survey addresses two components of an established Clear Vision of Effective Instructional Practices: A Shared Understanding across Stakeholders and Administrative Communication.
Survey results indicate that most educators (4.15) and administrators (4.30) feel BMS has a shared understanding of Effective Instructional Practices.
Survey results also indicate that most educators (4.11) and administrators (4.39) feel BMS leaders effectively communicate how Instruction should be addressed.
The HRS Survey addresses three components of Continuous Support to Improve Instruction: job-embedded PD, opportunities to observe & discuss effective instruction, and high quality teacher evaluations.
Survey results indicate that most educators (3.80) and administrators (3.9) feel BMS Educators receive job-embedded PD directly related to growth goals.
Survey results also indicate that most educators (3.63) and administrators (3.59) feel BMS teachers have opportunities to observe and discuss effective teaching.
Finally, survey results indicate that most educators (3.76) and administrators (4.05) feel teacher evaluations are clear, ongoing, & based on multiple data sources
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