Building a Culture of Continuous Improvement Survey: Self-Assessment to Gauge Progress Toward Lasting Cultural Growth & Change

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SURVEY SCALE

1 – Not yet

2 – Sometimes

3 – Often

4 – Almost always

SURVEY PROMPTS

• Building leaders have a “continuous improvement” mindset, continually problem solving and challenging themselves to do things in more effective and efficient ways.

• Teachers have a “continuous improvement” mindset, continually engaging in inquiry and reflection and challenging themselves to do things in more effective and efficient ways.

• Teachers and administrators have a common understanding about formative data and routinely use as a process to improve practices, policies, structures, and programs.

• When a new improvement initiative is introduced, the reason for doing so is student-centered, aligned to the school’s improvement plan, and this connection is made explicit to the teachers and community members.

• Organized professional learning communities function at a high level where open sharing is facilitated. In these communities, people routinely share data and/or student work, as well as the strategies they are using to improve student learning.

• Organized professional learning communities are routinely focused on data to drive instructional changes resulting in positive outcomes for students.

• There are shared decision making processes and structures in place to make changes based on findings from continuous improvement data.

• Continuous improvement is used as an approach to address system alignment and cohesion of practices across grade levels and content areas (horizontal) and across vertical grades.

• The continuous improvement process is used to scale effective student-centered practices to achieve greater depth, quality, and rigor.

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