School Profile - Vicenza Elementary School - DoDEA
School Profile - Vicenza Elementary School - DoDEA
School Profile - Vicenza Elementary School - DoDEA
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% of Teachers that Disagree or Strongly<br />
Disagree<br />
100<br />
90 90<br />
80 80<br />
70 70<br />
60 60<br />
50 50<br />
40 40<br />
30 30<br />
20 20<br />
10 10<br />
00<br />
Co m m u n it y is<br />
Co m m u n it y is<br />
I n v o lv e d in<br />
I n v o lv e d in<br />
SI P<br />
SI P<br />
Sc h o o l h a s<br />
Sc h o o l h a s<br />
Am p le<br />
Am p le<br />
Re s o u r c e s<br />
Re s o u r c e s<br />
T e a c h e r s<br />
T e a c h e r s<br />
Ha v e<br />
Ha v e<br />
Ad e q u a t e<br />
Ad e q u a t e<br />
O p p o r t u n it ie s<br />
O p p o r t u n it ie s<br />
a r e Ple n t if u l<br />
a r e Ple n t if u l<br />
f o r<br />
f o r<br />
F u n d e d<br />
F u n d e d<br />
Pr o f e s s io n a l<br />
Pr o f e s s io n a l<br />
De v<br />
De v<br />
EXISTING SCHOOL DATA: INSTRUCTIONAL<br />
Data Collection Instruments<br />
<strong>Vicenza</strong> Task Force Teacher Survey<br />
Report of the Visit of the North Central Association Commission on Accreditation and <strong>School</strong><br />
Improvement Next Steps Report<br />
Presentation / Analysis of Data<br />
<strong>Vicenza</strong> Task Force Teacher Survey Weaknesses<br />
Less than half of teachers felt that the community is involved in the <strong>School</strong> Improvement Process<br />
Most teachers felt that the school’s resources to support instruction and highest student achievement<br />
are grossly lacking<br />
Most teachers felt that classroom instructional materials are insufficient<br />
Many teachers felt that opportunities for meaningful professional development related to subject<br />
areas are not sufficiently provided<br />
More than half of teachers felt that funded professional development opportunities provide by<br />
outside experts are not sufficiently provided<br />
<strong>Vicenza</strong> <strong>Elementary</strong> Task Force Teacher Survey 2006<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Community is<br />
Involved in SIP<br />
Ample Resources<br />
members are supportive<br />
improvement and student<br />
Adequate<br />
Materials<br />
Weaknesses<br />
Professional<br />
Development<br />
achievement<br />
Outside<br />
Professional<br />
Development<br />
NCA Next Steps<br />
for <strong>School</strong><br />
Improvement<br />
Findings<br />
Military<br />
and<br />
community<br />
of school<br />
The SIP chair and committees are active in pursuit of the goal through implementation of the<br />
interventions, and staff is committed to improving reading student achievement. In year four, the<br />
goal was modified to include a focused strategy at each grade level.<br />
This graph shows weakn<br />
development is indicated<br />
18
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