School Evaluation Questionnaire Dimension: Wise School Subdimension 1: Teaching and Learning Academic Pressure Teachers understand the school’s curricular goals Not at all To some extent Quite a bit A lot Teachers succeed in implementing the school’s curriculum Not at all To some extent Quite a bit A lot Teachers hold high expectations for student achievement Not at all To some extent Quite a bit A lot Students have a desire to do well in school Not at all To some extent Quite a bit A lot Active Participation in Learning Processes are in place for developing children’s voices in class Yes No Active/activity-based learning consistently adopted in classes Yes No Alternatives to Grade Repetition Individualized learning supports are available as an alternative to grade repetition Yes No Alternatives to Suspension and Expulsion Alternatives to suspension/expulsion are provided in your school Yes No Alternatives via a multidisciplinary team approach to address complex needs Yes No Flexibility and Permeability Pathways Early opportunities for students to experience the world of work Yes No Case management approach for learners at risk of early leaving Yes No Possibility to engage in academic and VET education in the same school Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Next Dimension: Wise School Subdimension 2: Professional Development Attendance Professional Development Program During the last three months, what percent of teaching staff attended a PD programme? % Professional Development for Safe Teaching PD for conflict resolution, relationship building, bullying prevention (incl. discriminatory) Yes No PD to identify distress signals and support students at risk of early school leaving Yes No Support for teachers to work with marginalised groups, prevent stereotyping, promote high expectations Yes No Professional Community Programmes based on teacher collaboration and involvement of parents, students and organisations Yes No Availability of Special Programs Special programmes: Students with special needs Yes No Special programmes: Students whose heritage language differs from test language Yes No Special programmes: Students who struggle with reading Yes No Teachers’ Competencies for Diversity Supports for teachers’ cultural diversity competences (minorities/migrants) Yes No Supports for teachers’ language diversity competences (minorities/migrants) Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Wise School Subdimension 3: Order and Discipline Fairness of Rules The rules are fair Disagree a lot Disagree Agree Agree a lot The consequences of breaking rules are fair Disagree a lot Disagree Agree Agree a lot The school’s Code of Conduct is fair Disagree a lot Disagree Agree Agree a lot Classroom rules are fair Disagree a lot Disagree Agree Agree a lot Clarity of Expectations Rules are made clear to students Disagree a lot Disagree Agree Agree a lot Students know how they are expected to act Disagree a lot Disagree Agree Agree a lot Students know what the rules are Disagree a lot Disagree Agree Agree a lot It is clear how students are expected to act Disagree a lot Disagree Agree Agree a lot 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Wise School Subdimension 4: Leadership Transformational Leadership My team leader communicates a clear and positive vision of the future. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Treats staff as individuals, supports and encourages their development. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Gives encouragement and recognition to staff. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Fosters trust, involvement and cooperation among staff members. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Encourages thinking about problems in new ways and questions assumptions. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Is clear about his/her values and practices what he/she preaches. Rarely or never Once in a while Sometimes Fairly often Very frequently or always Instils pride and respect in others and inspires me by being highly competent. Rarely or never Once in a while Sometimes Fairly often Very frequently or always 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Kind School Subdimension 1: Quality of Interpersonal Relationships Teachers–Student Relationship at School Teachers treat students of all races with respect Disagree a lot Disagree Agree Agree a lot Teachers care about their students Disagree a lot Disagree Agree Agree a lot Teachers listen to students when they have problems Disagree a lot Disagree Agree Agree a lot Adults who work here care about the students Disagree a lot Disagree Agree Agree a lot Teachers like their students Disagree a lot Disagree Agree Agree a lot Student–Student Relations at School Students are friendly with each other Disagree a lot Disagree Agree Agree a lot Students care about each other Disagree a lot Disagree Agree Agree a lot Students respect others who are different Disagree a lot Disagree Agree Agree a lot Students treat each other with respect Disagree a lot Disagree Agree Agree a lot Students get along with each other Disagree a lot Disagree Agree Agree a lot Staff Relations at School Teachers, staff, and administrators function as a good team Disagree a lot Disagree Agree Agree a lot There is good communication among teachers, staff, and administrators Disagree a lot Disagree Agree Agree a lot Teachers, staff, and administrators work well together Disagree a lot Disagree Agree Agree a lot Administrators and teachers support one another Disagree a lot Disagree Agree Agree a lot 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Kind School Subdimension 2: Connectedness School-Wide Engagement Most students turn in their homework on time Disagree a lot Disagree Agree Agree a lot Most students try their best Disagree a lot Disagree Agree Agree a lot Most students feel happy Disagree a lot Disagree Agree Agree a lot Most students follow the school rules Disagree a lot Disagree Agree Agree a lot Most students like this school Disagree a lot Disagree Agree Agree a lot Most students work hard to get good grades Disagree a lot Disagree Agree Agree a lot Opportunities for Participation This school provides staff with opportunities to actively participate in school decisions Strongly Disagree Disagree Agree Strongly Agree This school provides parents/guardians with opportunities to participate in school decisions Strongly Disagree Disagree Agree Strongly Agree This school provides students with opportunities to actively participate in school decisions Strongly Disagree Disagree Agree Strongly Agree This school has a culture of shared responsibility for school issues Strongly Disagree Disagree Agree Strongly Agree There is a collaborative school culture characterised by mutual support Strongly Disagree Disagree Agree Strongly Agree Supporting Extracurricular Activities Opportunity for all students to engage in school-related extracurricular sports activities Yes No Opportunity for all students to engage in school-related extracurricular arts activities Yes No Promoting Student Participation Students’ voices are encouraged and given priority in school development processes/policies Yes No Regular anonymous surveys of young people regarding needs and experiences take place Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Kind School Subdimension 3: Respect for Diversity Diversity Practices School supports activities that encourage expression of diverse cultural identities Yes No School organizes multicultural events Yes No School teaches students how to deal with ethnic discrimination Yes No School integrates practices to deal with global issues Yes No Diversity Beliefs It is important to be responsive to differences in students’ cultural backgrounds None or almost none Some Many All or almost all It is important for students to learn that people from other cultures can have different values None or almost none Some Many All or almost all Respecting other cultures should be learned as early as possible None or almost none Some Many All or almost all Children/young people should learn that different cultures have a lot in common None or almost none Some Many All or almost all Overcoming School Segregations Transparent admission/enrolment criteria ensuring no exclusion by SES/ethnic background Yes No Supporting Migrant and Vulnerable Populations Sociocultural mediators for/from minority groups Yes No Provision of language supports for students whose native language ≠ language of instruction Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Kind School Subdimension 4: Physical and Emotional Safety General Safety Students are safe in the hallways Disagree a lot Disagree Agree Agree a lot Students feel safe Disagree a lot Disagree Agree Agree a lot Students know they are safe in this school Disagree a lot Disagree Agree Agree a lot Bullying Schoolwide Students threaten and bully others Disagree a lot Disagree Agree Agree a lot Students worry about others bullying them Disagree a lot Disagree Agree Agree a lot Students bully one another Disagree a lot Disagree Agree Agree a lot School Delinquency and Violence Vandalism and theft Never Less than monthly Monthly Weekly Daily Intimidation or bullying among students (or other forms of verbal abuse) Never Less than monthly Monthly Weekly Daily Physical injury caused by violence among students Never Less than monthly Monthly Weekly Daily Intimidation or verbal abuse of teachers or staff Never Less than monthly Monthly Weekly Daily Students’ Disruptive Behaviours Student truancy Not at all Very little To some extent A lot Students skipping classes Not at all Very little To some extent A lot Students lacking respect for teachers Not at all Very little To some extent A lot Student use of alcohol or illegal drugs Not at all Very little To some extent A lot Students intimidating or bullying other students Not at all Very little To some extent A lot Students not being attentive Not at all Very little To some extent A lot School Commitment to Relational School–Classroom Climate Whole school approach to develop a positive relational school/classroom climate exists Yes No Clear feedback from students collected on school as a welcoming environment Yes No Socio-Emotional Education Social, emotional and academic learning are explicitly valued in our school Yes No Social, emotional and academic learning are an explicit part of our curriculum Yes No School collaborates with parents to value socioemotional education at home and in school Yes No Emotional Support Universally available professional emotional counselling supports for students Yes No School Approach to Bullying Prevention Whole school anti-bullying policy is implemented Yes No Participation of all key stakeholders (incl. students and parents) in bullying prevention Yes No Input from ethnically/culturally diverse students into anti-prejudice materials & goals Yes No Cultural identities of sizeable minority groups are visible in the physical environment Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Strong School Subdimension 1: Community Partnership Teacher–Home Communication Teachers work closely with parents to help students when they have problems Disagree a lot Disagree Agree Agree a lot Teachers do a good job communicating with parents Disagree a lot Disagree Agree Agree a lot Teachers show respect toward parents Disagree a lot Disagree Agree Agree a lot Teachers listen to the concerns of parents Disagree a lot Disagree Agree Agree a lot Stakeholders’ Involvement Parents or guardians support student achievement Not at all To some extent Quite a bit A lot Parents or guardians are involved in school activities Not at all To some extent Quite a bit A lot The school co-operates with the local community Not at all To some extent Quite a bit A lot Cross-sectoral Cooperation Clear shared-goals framework at local level for cross-sectoral cooperation for students most at risk Yes No Parental Participation Parents are encouraged to be involved in decision-making processes Yes No Parental involvement is embedded in whole-school planning Yes No Parental Training Family literacy interventions (targeting marginalised parents) are available Yes No Majority language supports for migrant/minority parents are available Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Strong School Subdimension 2: Environmental Adequacy and Availability of Resources Lack of Resources Shortage/inadequacy of instructional materials (e.g., textbooks) Not at all To some extent Quite a bit A lot Shortage/inadequacy of digital technology for instruction Not at all To some extent Quite a bit A lot Insufficient internet access Not at all To some extent Quite a bit A lot Shortage/inadequacy of library materials Not at all To some extent Quite a bit A lot Shortage/inadequacy of instructional space (e.g., classrooms) Not at all To some extent Quite a bit A lot Shortage/inadequacy of physical infrastructure (furniture, buildings, heating/cooling, lighting) Not at all To some extent Quite a bit A lot Shortage/inadequacy of necessary materials to train vocational skills Not at all To some extent Quite a bit A lot Lack of Special Needs Personnel Shortage of teachers competent to teach students with special needs Not at all To some extent Quite a bit A lot Shortage of teachers competent for multicultural/multilingual settings Not at all To some extent Quite a bit A lot Shortage of teachers competent to teach students from economically disadvantaged homes Not at all To some extent Quite a bit A lot Financial Aids Free school breakfasts available for those in need Yes No Financial support for textbooks/learning resources for those in poverty Yes No Free transport to school for those in need who live far away Yes No Multidisciplinary Teams Multidisciplinary teams available with a focus on complex needs Yes No Multi-professional teams work inside your school or in cooperation with local schools Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Back Next Dimension: Strong School Subdimension 3: Structural Organization Organization Innovativeness This school quickly identifies the need to do things differently Disagree a lot Disagree Agree Agree a lot This school quickly responds to changes when needed Disagree a lot Disagree Agree Agree a lot The school readily accepts new ideas Disagree a lot Disagree Agree Agree a lot This school makes assistance readily available for developing new ideas Disagree a lot Disagree Agree Agree a lot School Coordination Structures A whole-school coordination committee focuses on developing inclusive systems Yes No Students and parents are directly represented on the inclusive systems committee Yes No Formal representation of NGOs for minority groups on inclusive systems committees Yes No Supporting Special Education Needs Structured transition plans for students with SEND (primary → secondary) Yes No Structured transition plans for students with SEND (ECEC → primary) Yes No Structured ongoing dialogue with parents to meet the needs of children with SEND Yes No Early Warning System Multidisciplinary team operates an early warning/intervention system focused on transitions Yes No Local Coordination Structures Cross-school cooperation focusing on inclusive education Yes No Clarity on school responsibilities in transition plans for students of higher need Yes No 1 2 3 4 5 6 7 8 9 10 11 Last Page Submit
