Sample CALL ECL Report
CALL Summary Report
3.1.1 Developing a pool of diverse candidates for teaching positions
3.1
How does your school develop a pool of diverse candidates for teaching positions?
| Total Respondents: 17 | |
|---|---|
I don't know how this process works. |
35% |
My school relies on a pool of applicants received from the district. |
24% |
School leaders primarily work with the district and use their professional connections to identify potential candidates. |
18% |
School leaders engage with district networks, university networks, and teacher preparation programs to identify candidates and encourage them to apply. |
6% |
School leaders increase the diversity in the pool of applicants by supporting staff who have strong relationships with students (e.g., paraeducators, coaches, janitors) to receive their teaching credential. |
18% |
3.1.2 Process for hiring new teachers in your school
3.2
Based on your experience, which of the following best describes the process for hiring new teachers in your school?
| Total Respondents: 17 | |
|---|---|
The process for hiring teachers seems unclear or arbitrary. |
29% |
Teachers seem to be hired based on school needs, but without input from educators. |
12% |
Teachers seem to be hired based on school needs with input from educators. |
18% |
Teachers are hired based on clearly defined school needs with input from educators. |
18% |
Teachers are hired based on clearly defined school needs with input from educators, parents, and community members |
24% |
3.1.3 Staffing strategy: staff reflects student and family demographic patterns
3.3 - 3.6
Based on your experience, how important is each of the following staffing strategies in your school?
Ensuring that the school staff reflects student and family demographic patterns
| Total Respondents: 17 | |
|---|---|
Not at all |
12% |
A little |
12% |
Somewhat |
41% |
Very |
18% |
Critically important |
18% |
3.1.4 Staffing strategy: hiring staff with experience in culturally responsive teaching
3.3 - 3.6
Based on your experience, how important is each of the following staffing strategies in your school?
Hiring staff with experience in culturally responsive teaching
| Total Respondents: 17 | |
|---|---|
Not at all |
18% |
A little |
6% |
Somewhat |
35% |
Very |
29% |
Critically important |
12% |
3.1.5 Staffing strategy: care and well-being for educators
3.3 - 3.6
Based on your experience, how important is each of the following staffing strategies in your school?
Human resources practices that emphasize the care and well-being for educators
| Total Respondents: 17 | |
|---|---|
Not at all |
35% |
A little |
18% |
Somewhat |
12% |
Very |
12% |
Critically important |
24% |
3.1.6 Staffing strategy: high-quality substitute educators
3.3 - 3.6
Based on your experience, how important is each of the following staffing strategies in your school?
Building a pool of high-quality substitute educators
| Total Respondents: 17 | |
|---|---|
Not at all |
18% |
A little |
24% |
Somewhat |
12% |
Very |
29% |
Critically important |
18% |
3.1.7 School leaders supporting professional learning
3.7
How does your school support your professional learning?
| Total Respondents: 17 | |
|---|---|
I don't know how my school supports professional learning. |
12% |
School leaders provide professional learning to support district initiatives. |
24% |
School leaders provide professional learning to support district and school initiatives. |
35% |
School leaders provide professional learning to support district and school initiatives, and also invite us to identify our career goals and to develop expertise in our areas of interest. |
6% |
School leaders customize professional learning plans with each educator that reflect school and district priorities as well as our career goals and interests. |
24% |
3.1.8 Impact of instructional support practices: collaborative analysis of student work
3.8 - 3.11
To what extent do the following instructional support practices help improve your practice?
Engaging in collaborative analysis of student work with colleagues
| Total Respondents: 17 | |
|---|---|
Either I don't experience this, or it does help not at all |
24% |
Sometimes |
29% |
Often |
18% |
Usually |
18% |
Consistently |
12% |
3.1.9 Impact of instructional support practices: peer observations & feedback
3.8 - 3.11
To what extent do the following instructional support practices help improve your practice?
Conducting or receiving peer observations & feedback on classroom practice
| Total Respondents: 17 | |
|---|---|
Either I don't experience this, or it does help not at all |
53% |
Sometimes |
18% |
Often |
12% |
Usually |
6% |
Consistently |
12% |
3.1.10 Impact of instructional support practices: feedback from walkthroughs
3.8 - 3.11
To what extent do the following instructional support practices help improve your practice?
Participating in or receiving feedback from walkthroughs of my classroom or work site
| Total Respondents: 17 | |
|---|---|
Either I don't experience this, or it does help not at all |
35% |
Sometimes |
24% |
Often |
18% |
Usually |
6% |
Consistently |
18% |
3.1.11 Impact of instructional support practices: feedback from instructional coaches
3.8 - 3.11
To what extent do the following instructional support practices help improve your practice?
Receiving feedback from an instructional coach
| Total Respondents: 17 | |
|---|---|
Either I don't experience this, or it does help not at all |
41% |
Sometimes |
18% |
Often |
12% |
Usually |
0% |
Consistently |
29% |
3.1.12 Impact of formal evaluation process
3.12
To what extent does your school’s formal evaluation process improve your practice?
| Total Respondents: 17 | |
|---|---|
I do not participate in a formal evaluation process. |
0% |
The formal evaluation process rarely helps me to improve my practice |
35% |
The formal evaluation process sometimes helps me to improve my practice |
47% |
The formal evaluation process frequently helps me to improve my practice |
0% |
The formal evaluation process always helps me to improve my practice |
18% |
3.1.13 Providing access to equity-centered teaching and learning resources and networks
3.13
How does your school provide access to equity-centered teaching and learning resources and networks?
| Total Respondents: 17 | |
|---|---|
The school does not provide equity-centered teaching and learning resources |
29% |
Educators seek out and acquire equity-centered teaching and learning resources on their own. |
29% |
School leaders sometimes connect educators with relevant equity-centered resources and professional networks. |
29% |
School leaders regularly resources to connect educators with relevant equity-centered resources and professional networks. |
0% |
School leaders organize, implement and evaluate professional learning opportunities that connect educators with relevant equity-centered resources and professional networks. |
12% |
3.1.14 Process for developing professional learning activities
3.14
Which of the following best describes the process for developing professional learning activities in your school?
| Total Respondents: 17 | |
|---|---|
We do not have coordinated professional learning activities |
18% |
School leaders choose professional learning activities, but do not make their decision process clear. |
6% |
School leaders choose professional learning activities in line with district priorities. |
53% |
School leaders collaborate with educators to select professional learning activities that align with district priorities. |
6% |
School leaders collaborate with educators and staff to review student and classroom performance data to select professional development activities that align with district and school priorities. |
18% |
3.1.15 Nature of professional development
3.15
Which of the following describes the professional development available to staff?
| Total Respondents: 17 | |
|---|---|
Struggling educators receive professional learning that school leaders choose. |
47% |
Struggling educators receive professional learning that they choose in consultation with school leaders. |
6% |
All educators, including struggling educators, have time set aside each month to receive professional learning that school leaders choose for them. |
35% |
All educators, including struggling educators, have time set aside each month to receive professional learning that they choose in consultation with school leaders. |
0% |
All educators, including struggling educators, have time set aside each week to receive professional learning that they choose in consultation with school leaders. |
12% |
3.1.16 Impact of professional learning activities: connecting students’ language and culture
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Developing lessons that help me connect to my students' languages and cultures
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
59% |
Very little |
18% |
Somewhat |
6% |
A lot |
6% |
This has helped
me to transform my practice |
12% |
3.1.17 Impact of professional learning activities: standards-based content that challenge learners
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Developing standards-based content that challenges each learner
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
29% |
Very little |
18% |
Somewhat |
35% |
A lot |
12% |
This has helped
me to transform my practice |
6% |
3.1.18 Impact of professional learning activities: differentiating teaching to engage each learner
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Differentiating teaching to engage each learner in challenging content
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
24% |
Very little |
12% |
Somewhat |
29% |
A lot |
24% |
This has helped
me to transform my practice |
12% |
3.1.19 Impact of professional learning activities: developing social-emotional competence
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Developing my own social-emotional competence
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
18% |
Very little |
18% |
Somewhat |
35% |
A lot |
12% |
This has helped
me to transform my practice |
18% |
3.1.20 Impact of professional learning activities: restorative justice practices
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Engaging in restorative justice practices
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
35% |
Very little |
35% |
Somewhat |
0% |
A lot |
18% |
This has helped
me to transform my practice |
12% |
3.1.21 Impact of professional learning activities: Use of assets-based language
3.16 - 3.21
To what extent have the following professional learning activities helped to improve your teaching practice?
Using assets-based language with students
| Total Respondents: 17 | |
|---|---|
I have not participated in professional learning on this topic. |
53% |
Very little |
24% |
Somewhat |
6% |
A lot |
6% |
This has helped
me to transform my practice |
12% |
3.1.22 Frequency of practice: promoting strong relationships among staff
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders promote strong relationships among staff
| Total Respondents: 17 | |
|---|---|
Not at all |
35% |
A little |
6% |
Somewhat |
29% |
Very |
6% |
A regularly embedded practice |
24% |
3.1.23 Frequency of practice: engaging in self-care and recovery
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders support staff to engage in self-care and recovery
| Total Respondents: 17 | |
|---|---|
Not at all |
24% |
A little |
18% |
Somewhat |
24% |
Very |
18% |
A regularly embedded practice |
18% |
3.1.24 Frequency of practice: leaders stepping up to help
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders step up to help so we can take a break if we need it
| Total Respondents: 17 | |
|---|---|
Not at all |
35% |
A little |
12% |
Somewhat |
12% |
Very |
24% |
A regularly embedded practice |
18% |
3.1.25 Frequency of practice: leaders supporting teachers to try new practices
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders support us in trying new practices
| Total Respondents: 17 | |
|---|---|
Not at all |
18% |
A little |
24% |
Somewhat |
24% |
Very |
24% |
A regularly embedded practice |
12% |
3.1.26 Frequency of practice: leaders celebrating successes
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders celebrate our successes
| Total Respondents: 17 | |
|---|---|
Not at all |
29% |
A little |
18% |
Somewhat |
12% |
Very |
18% |
A regularly embedded practice |
24% |
3.1.27 Frequency of practice: leaders getting staff necessary resources
3.22 - 3.27
Based on your experience, how common are the following leadership practices in your school?
School leaders get us the resources we need (e.g., assistants in class, regular release for professional learning, materials and supplies)
| Total Respondents: 17 | |
|---|---|
Not at all |
29% |
A little |
18% |
Somewhat |
24% |
Very |
12% |
A regularly embedded practice |
18% |
3.1.28 Nature of scheduled planning of times
3.28
When you meet with colleagues during scheduled planning times, what do you mainly talk about?
| Total Respondents: 16 | |
|---|---|
We typically decide to use the time individually for our own purposes. |
0% |
We mainly talk about our problems with students or the school. |
31% |
We mainly talk about student learning and develop plans to try out new strategies. |
19% |
We mainly talk about student learning, report on the new strategies we tried, and reflect on the data we collected on these new strategies. |
25% |
We mainly talk about student learning, and plan and share insights from observing each other teaching as data for collaborative improvement. |
25% |