USER GUIDE

PANORAMA TEACHER
AND STAFF SURVEY
 ABOUT THIS
SURVEY
WHY DO TEACHER AND STAFF
VOICES MATTER?
Building great schools starts with recruiting
and retaining high quality teachers. For
many schools and districts, reducing teacher
turnover rates and supporting educator
effectiveness are key challenges that must
be addressed. In order to identify priorities
and areas of need, however, it is essential to
first gather feedback from teachers and staff.
Educator feedback can spark productive
conversations between educators and school
leaders about important topics—such as
professional learning, school communication,
school climate, and school leadership—to
drive school improvement plans.
2 PANORAMA EDUCATION • www.panoramaed.com
HOW CAN SCHOOLS COLLECT VALID AND
RELIABLE EDUCATOR FEEDBACK?
The Panorama Teacher and Staff Survey
gathers teacher, faculty, and staff
perceptions of professional learning
opportunities; confidence in the classroom;
school climate; and relationships with
colleagues, families, and school leadership.
Developed by Dr. Hunter Gehlbach and the
Panorama research team, the Panorama
Teacher and Staff Survey is grounded in
advanced survey methodology and practice.
(See the section “Survey Development
Process” on page 3.) The survey exists as a
series of scales, or sets of survey questions
related to a single topic (e.g., School Climate
or Professional Learning).
Schools and districts can customize the
survey by selecting the topics that matter
most to their goals and contexts. We
recommend choosing between four and
seven topics so teachers and/or staff can
complete short, focused surveys that deliver
valuable information on their attitudes and
perceptions of their experiences at school.
WHO SHOULD USE THE PANORAMA
TEACHER AND STAFF SURVEY?
The Panorama Teacher and Staff Survey
is for school, district, and network
administrators who want to gather faculty
and staff perception data and engage their
faculty and staff in meaningful discourse
about school improvement. The questions
and prompts are applicable to all types
of K-12 school settings—including public,
independent, and charter schools—and to
communities serving students from a range
of socioeconomic backgrounds.
SURVEY DEVELOPMENT PROCESS
The Panorama Teacher and Staff Survey was
developed under the leadership of Dr. Hunter
Gehlbach, associate professor and associate
dean at the UC Santa Barbara Gevirtz
Graduate School of Education and director
of research at Panorama Education.
Dr. Gehlbach and his team developed the
instrument based on modern principles of
survey design. These best practices include:
• Wording survey items as questions
rather than statements
• Avoiding “agree-disagree” response
options that may introduce
acquiescence bias and instead using
verbally labeled response options that
reinforce the underlying topic
• Asking about one idea at a time rather
than using double-barreled items (e.g.,
“How happy and engaged are you?”)
• Using at least five response options to
capture a wider range of perceptions
Each of these characteristics substantially
minimizes measurement error. For more
details on the design of the Panorama
Teacher and Staff Survey, please
visit www.panoramaed.com/checklist.
User Guide: Panorama Teacher and Staff Survey 3
 VALIDATION PROCESS
“Validating” surveys is an ongoing
process. As we conduct more studies and
pilot tests, the data provides more clarity
on whether the survey scales measure
what we intend to measure for different
purposes and populations.
Currently, we are gathering data on the
Panorama Teacher and Staff Survey to
accumulate evidence that the questions,
scales, and instruments are reliable and
valid—accurately measuring the concepts
we hope to measure. As we continue to
gather more data from schools around
the country, we are committed to making
improvements to the Panorama Teacher
and Staff Survey so that school leaders can
use the surveys with confidence.
4 PANORAMA EDUCATION • www.panoramaed.com
USING THE PANORAMA TEACHER AND
STAFF SURVEY
When using the survey, we encourage
schools and districts to select the topics that
are most important to their school context
or community. Schools and districts may
choose to administer the survey to teachers,
non-instructional staff (including but not
limited to librarians, guidance counselors,
administrators, and nurses), or a combination
of the two groups depending on the goals of
the program and the feedback desired. Most
scales within the instrument are appropriate
for both teachers and staff.
Before administering the survey, school
leaders should have a conversation with
faculty and staff about the value of their
feedback. Some schools and districts have
achieved high response rates by telling
faculty and staff that the survey is like a
“progress report”—an opportunity to give
feedback on the school climate, school
leadership, and what could be improved.
At Panorama, we believe that all educators
deserve access to the best tools available.
We invite educators to use the Panorama
Teacher and Staff Survey free of charge.
We only ask that you identify the survey as
the “Panorama Teacher and Staff Survey”
created by Panorama Education so that
others may find this resource as well. If you
have any feedback, contact us at research@
panoramaed.com.
ABOUT
DR. HUNTER GEHLBACH
Dr. Hunter Gehlbach is the
director of research at Panorama
Education, as well as an associate
professor of education and
associate dean for academics and
faculty development at UC Santa
Barbara’s Gevirtz Graduate School
of Education. From 2006 to 2015,
he was an assistant professor and
associate professor of education
at the Harvard Graduate School
of Education. He is an educational
psychologist with an academic
focus on helping social scientists
and practitioners design better
surveys and questionnaires.

Dr. Gelhbach is particularly

interested in helping schools
think about ways to use surveys
to improve teacher and student
outcomes, and teaches classes in
each of these areas at UC Santa
Barbara. After graduating with
a B.A. from Swarthmore College
in psychology and education,
Dr. Gehlbach taught high school
social studies before returning
to school for a M.Ed. in school
counseling from the University
of Massachusetts-Amherst and a
Ph.D. in educational psychology
from Stanford.

User Guide: Panorama Teacher and Staff Survey 5

 What the Survey Measures
SCHOOL CLIMATE - TEACHER AND
STAFF P. 8-9
Perceptions of the overall social and learning
climate of the school.
Example Question: How often do you see
students helping each other without
being prompted?
PROFESSIONAL LEARNING -
TEACHER AND STAFF P. 10
Perceptions of the amount and quality of
professional growth and learning opportunities
available to school faculty and staff.
Example Question: How often do your
professional development opportunities help
you explore new ideas?
TEACHING EFFICACY - TEACHER P. 11
Faculty perceptions of their professional
strengths and areas for growth.
Example Question: How confident are you that
you can engage students who typically are not
motivated?
FEEDBACK AND COACHING -
TEACHER AND STAFF P. 11-12
Perceptions of the amount and quality of
feedback faculty and staff receive.
Example Question: How useful do you find
the feedback you receive on your teaching?
STAFF-LEADERSHIP RELATIONSHIPS -
TEACHER AND STAFF P. 12
Perceptions of faculty and staff relationships
with school leaders.
Example Question: When you face challenges at
work, how supportive are your school leaders?
6 PANORAMA EDUCATION • www.panoramaed.com
EDUCATING ALL STUDENTS - TEACHER P. 13
Faculty perceptions of their readiness to
address issues of diversity.
Example Question: When sensitive issues of
diversity arise in class, how easily can you think
of strategies to handle the situation?
SCHOOL LEADERSHIP - TEACHER
AND STAFF P. 14-15
Perceptions of the school leadership’s
effectiveness.
Example Question: How knowledgeable are
your school leaders about what is going on in
teachers’ classrooms?
TESTING - TEACHER P. 16
Perceptions of the impact of testing on
teaching and student learning.
Example Question: How much pressure do you
feel to cover a certain amount of content by a
particular point in the year?
FACULTY GROWTH MINDSET - TEACHER P. 16
Perceptions of whether teaching can improve
over time.
Example Question: How much can teachers
improve their classroom management
approaches?
STAFF-FAMILY RELATIONSHIPS -
TEACHER AND STAFF P. 17
Perceptions of faculty and staff relationships
with the families at their school.
Example Question: When you face challenges
with particular students, how supportive are
the families?
EVALUATION - TEACHER AND STAFF P. 18
Perceptions of the system that is used to
evaluate faculty and staff.
Example Question: How accurate is your
school’s evaluation system at recognizing
good teachers?
STUDENT MINDSET - TEACHER P. 19
Perceptions of whether students have the
potential to change those factors that are
central to their performance in class.
Example Question: How possible do you think
it is for your students to change how much
effort they put forth?
RESOURCES - TEACHER AND STAFF P. 20-21
Perceptions of the adequacy of the school’s
resources.
Example Question: How urgently does your
school’s technology need to be updated?
GRIT - TEACHER P. 21
Perceptions of how well students are able
to persevere through setbacks to achieve
important long-term goals.
Example Question: If your students have a
problem while working towards an important
goal, how well can they keep working?
ROLES AND RESPONSIBILITIES -
TEACHER AND STAFF P. 22
Perceptions of who should be primarily
responsible for school success.
Example Question: Who is primarily
responsible for ensuring good communication
between home and school?
FREE RESPONSES - TEACHER
AND STAFF P. 23
Open-ended questions about a variety of
topics that may be of interest to many schools.
Example Question: If you could change
anything about working at your school, what
would you change?
FUTURE PLANS - TEACHER AND STAFF P. 23
Questions about faculty and staff aspirations
for the future.
Example Question: What are your career
aspirations?
BACKGROUND QUESTIONS -
TEACHER AND STAFF P. 23
Demographic questions about survey takers
that could be included in the survey and may
be of interest to many schools.
Example Question: For how many years have
you taught at your current school?
User Guide: Panorama Teacher and Staff Survey 7
 School Climate - Teacher
Perceptions of the overall social and learning climate of the school.

Question Response Options

On most days, how enthusiastic are the students about Not at all Slightly Somewhat Quite Extremely
being at school? enthusiastic enthusiastic enthusiastic enthusiastic enthusiastic

Trusted a
To what extent are teachers trusted to teach in the way Trusted a little Trusted Trusted quite
Not at all trusted tremendous
they think is best? bit somewhat a bit
amount

Somewhat Extremely
How positive are the attitudes of your colleagues? Not at all positive Slightly positive Quite positive
positive positive

How supportive are students in their interactions Not at all Slightly Somewhat Quite Extremely
with each other? supportive supportive supportive supportive supportive

How respectful are the relationships between teachers Not at all Slightly Somewhat Extremely
Quite respectful
and students? respectful respectful respectful respectful

How optimistic are you that your school will improve Not at all Slightly Somewhat Extremely
Quite optimistic
in the future? optimistic optimistic optimistic optimistic

How often do you see students helping each other Almost all the
Almost never Once in a while Sometimes Frequently
without being prompted? time

When new initiatives to improve teaching are

Not at all Slightly Somewhat Quite Extremely
presented at your school, how supportive are your
supportive supportive supportive supportive supportive
colleagues?

Overall, how positive is the working environment Somewhat Extremely

Not at all positive Slightly positive Quite positive
at your school? positive positive

8 PANORAMA EDUCATION • www.panoramaed.com

School Climate - Staff
Perceptions of the overall social and learning climate of the school.

Question Response Options

On most days, how enthusiastic are the students about Not at all Slightly Somewhat Quite Extremely
being at school? enthusiastic enthusiastic enthusiastic enthusiastic enthusiastic

Trusted a
To what extent are staff trusted to work in the way Trusted a little Trusted Trusted quite
Not at all trusted tremendous
they think is best? bit somewhat a bit
amount

Somewhat Extremely
How positive are the attitudes of your colleagues? Not at all positive Slightly positive Quite positive
positive positive

How supportive are students in their interactions Not at all Slightly Somewhat Quite Extremely
with each other? supportive supportive supportive supportive supportive

How respectful are the relationships between staff and Not at all Slightly Somewhat Extremely
Quite respectful
students? respectful respectful respectful respectful

How optimistic are you that your school will improve Not at all Slightly Somewhat Extremely
Quite optimistic
in the future? optimistic optimistic optimistic optimistic

How often do you see students helping each other Almost all the
Almost never Once in a while Sometimes Frequently
without being prompted? time

When new initiatives are presented at your school, Not at all Slightly Somewhat Quite Extremely
how supportive are your colleagues? supportive supportive supportive supportive supportive

Overall, how positive is the working environment Somewhat Extremely

Not at all positive Slightly positive Quite positive
at your school? positive positive

User Guide: Panorama Teacher and Staff Survey 9

 Professional Learning - Teacher
Perceptions of the amount and quality of professional growth and learning opportunities available
to faculty and staff.

Question Response Options

Overall, how supportive has the school been of your Not at all Slightly Somewhat Quite Extremely
growth as a teacher? supportive supportive supportive supportive supportive

At your school, how valuable are the available Somewhat Extremely

Not at all valuable Slightly valuable Quite valuable
professional development opportunities? valuable valuable

How helpful are your colleagues' ideas for improving Somewhat Extremely
Not at all helpful Slightly helpful Quite helpful
your teaching? helpful helpful

How often do your professional development Almost all the

Almost never Once in a while Sometimes Frequently
opportunities help you explore new ideas? time

How relevant have your professional development Somewhat Extremely

Not at all relevant Slightly relevant Quite relevant
opportunities been to the content that you teach? relevant relevant

Through working at your school, how many new Almost no A great number
A few strategies Some strategies Many strategies
teaching strategies have you learned? strategies of strategies

How much input do you have into individualizing your A little bit of Quite a bit of A tremendous
Almost no input Some input
own professional development opportunities? input input amount of input

Learn a
Overall, how much do you learn about teaching from Learn almost Learn quite
Learn a little bit Learn some tremendous
the leaders at your school? nothing a bit
amount

Professional Learning - Staff

Perceptions of the amount and quality of professional growth and learning opportunities available
to faculty and staff.

Question Response Options

Overall, how supportive has the school been of your Not at all Slightly Somewhat Quite Extremely
professional growth? supportive supportive supportive supportive supportive

At your school, how valuable are the available Somewhat Extremely

Not at all valuable Slightly valuable Quite valuable
professional development opportunities? valuable valuable

How helpful are your colleagues' ideas for Somewhat Extremely

Not at all helpful Slightly helpful Quite helpful
improving your work? helpful helpful

How often do your professional development Almost all the

Almost never Once in a while Sometimes Frequently
opportunities help you explore new ideas? time

How relevant have your professional development Somewhat Extremely

Not at all relevant Slightly relevant Quite relevant
opportunities been to your work? relevant relevant

Through working at your school, how many new Almost no A great number
A few strategies Some strategies Many strategies
strategies for your job have you learned? strategies of strategies

How much input do you have into individualizing your A little bit of Quite a bit of A tremendous
Almost no input Some input
own professional development opportunities? input input amount of input

Learn a
Overall, how much do you learn from the leaders Learn almost Learn quite
Learn a little bit Learn some tremendous
at your school? nothing a bit
amount

10 PANORAMA EDUCATION • www.panoramaed.com

Teaching Efficacy - Teacher
Faculty perceptions of their professional strengths and areas for growth.

Question Response Options

How confident are you that you can help your school's Not at all Slightly Somewhat Extremely
Quite confident
most challenging students to learn? confident confident confident confident

How thoroughly do you feel that you know all the Not thoroughly Slightly Somewhat Quite Extremely
content you need to teach? at all thoroughly thoroughly thoroughly thoroughly

How confident are you that you can move through

Not at all Slightly Somewhat Extremely
material at a pace that works well for each of your Quite confident
confident confident confident confident
students?
When one of your teaching strategies fails to work
Somewhat
for a group of students, how easily can you think of Not at all easily Slightly easily Quite easily Extremely easily
easily
another approach to try?
If a parent were upset about something in your
Not at all Slightly Somewhat Extremely
class, how confident are you that you could have a Quite confident
confident confident confident confident
productive conversation with this parent?

How effective do you think you are at managing Somewhat Extremely

Not at all effective Slightly effective Quite effective
particularly disruptive classes? effective effective

How confident are you that you can engage students Not at all Slightly Somewhat Extremely
Quite confident
who typically are not motivated? confident confident confident confident

How clearly can you explain the most complicated Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
content to your students? clearly clearly

How confident are you that you can meet the learning Not at all Slightly Somewhat Extremely
Quite confident
needs of your most advanced students? confident confident confident confident

Feedback and Coaching - Teacher

Perceptions of the amount and quality of feedback faculty and staff receive.

Question Response Options

A tremendous
A little bit of Quite a bit of
How much feedback do you receive on your teaching? No feedback at all Some feedback amount of
feedback feedback
feedback
Learn a
How much do you learn from the teacher evaluation Learn almost Learn quite
Learn a little bit Learn some tremendous
processes at your school? nothing a bit
amount

How useful do you find the feedback you receive on Somewhat Extremely
Not at all useful Slightly useful Quite useful
your teaching? useful useful

At your school, how thorough is the feedback you

Not at all Slightly Somewhat Extremely
receive in covering all aspects of your role Quite thorough
thorough thorough thorough thorough
as a teacher?

Almost all the

How often do you receive feedback on your teaching? Almost never Once in a while Sometimes Frequently
time

User Guide: Panorama Teacher and Staff Survey 11

 Feedback and Coaching - Staff
Perceptions of the amount and quality of feedback faculty and staff receive.

Question Response Options

A tremendous
A little bit of Quite a bit of
How much feedback do you receive on your work? No feedback at all Some feedback amount of
feedback feedback
feedback
Learn a
How much do you learn from the evaluation processes Learn almost Learn quite
Learn a little bit Learn some tremendous
at your school? nothing a bit
amount

How useful do you find the feedback you receive on Somewhat Extremely
Not at all useful Slightly useful Quite useful
your work? useful useful

At your school, how thorough is the feedback you Not at all Slightly Somewhat Extremely
Quite thorough
receive in covering all aspects of your role? thorough thorough thorough thorough

Almost all the

How often do you receive feedback on your work? Almost never Once in a while Sometimes Frequently
time

Staff-Leadership Relationships - Teacher and Staff

Perceptions of faculty and staff relationships with school leaders.

Question Response Options

Somewhat Extremely
How friendly are your school leaders toward you? Not at all friendly Slightly friendly Quite friendly
friendly friendly

At your school, how motivating do you find working Not at all Slightly Somewhat Quite Extremely
with the leadership team? motivating motivating motivating motivating motivating

How much trust exists between school leaders A little bit of Quite a bit of A tremendous
Almost no trust Some trust
and staff? trust trust amount of trust

Care a
How much do your school leaders care about you as
Do not care at all Care a little bit Care somewhat Care quite a bit tremendous
an individual?
amount

How confident are you that your school leaders have Not at all Slightly Somewhat Extremely
Quite confident
the best interests of the school in mind? confident confident confident confident

How fairly does the school leadership treat the staff? Not at all fairly Slightly fairly Somewhat fairly Quite fairly Extremely fairly

When you face challenges at work, how supportive are Not at all Slightly Somewhat Quite Extremely
your school leaders? supportive supportive supportive supportive supportive

Not at all Slightly Somewhat Extremely

How respectful are your school leaders towards you? Quite respectful
respectful respectful respectful respectful

When challenges arise in your personal life, how Not at all Slightly Somewhat Quite Extremely
understanding are your school leaders? understanding understanding understanding understanding understanding

12 PANORAMA EDUCATION • www.panoramaed.com

Educating All Students - Teacher
Faculty perceptions of their readiness to address issues of diversity.

Question Response Options

How easy do you find interacting with students at your

school who are from a different cultural background Not at all easy Slightly easy Somewhat easy Quite easy Extremely easy
than your own?
How comfortable would you be incorporating new
Not at all Slightly Somewhat Quite Extremely
material about people from different backgrounds into
comfortable comfortable comfortable comfortable comfortable
your curriculum?
How knowledgeable are you regarding where to find Not
Slightly Somewhat Quite Extremely
resources for working with students who have unique knowledgeable
knowledgeable knowledgeable knowledgeable knowledgeable
learning needs? at all
If students from different backgrounds struggled to
Not at all Slightly Somewhat Quite Extremely
get along in your class, how comfortable would you
comfortable comfortable comfortable comfortable comfortable
be intervening?
How easy would it be for you to teach a class with
groups of students from very different religions from Not at all easy Slightly easy Somewhat easy Quite easy Extremely easy
each other?
In response to events that might be occurring in
Not at all Slightly Somewhat Quite Extremely
the world, how comfortable would you be having
comfortable comfortable comfortable comfortable comfortable
conversations about race with your students?

How easily do you think you could make a particularly Somewhat

Not at all easily Slightly easily Quite easily Extremely easily
overweight student feel like a part of class? easily

How comfortable would you be having a student who

Not at all Slightly Somewhat Quite Extremely
could not communicate well with anyone in class
comfortable comfortable comfortable comfortable comfortable
because his/her home language was unique?
When a sensitive issue of diversity arises in class, how
Somewhat
easily can you think of strategies to address Not at all easily Slightly easily Quite easily Extremely easily
easily
the situation?

User Guide: Panorama Teacher and Staff Survey 13

 School Leadership - Teacher
Perceptions of the school leadership’s effectiveness.

Question Response Options

How clearly do your school leaders identify their goals Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
for teachers? clearly clearly

How positive is the tone that school leaders set for the Somewhat Extremely
Not at all positive Slightly positive Quite positive
culture of the school? positive positive

How effectively do school leaders communicate Not at all Slightly Somewhat Quite Extremely
important information to teachers? effectively effectively effectively effectively effectively

Not
How knowledgeable are your school leaders about Slightly Somewhat Quite Extremely
knowledgeable
what is going on in teachers’ classrooms? knowledgeable knowledgeable knowledgeable knowledgeable
at all

Not at all Slightly Somewhat Quite Extremely

How responsive are school leaders to your feedback?
responsive responsive responsive responsive responsive

For your school leaders, how important is teacher Not important Slightly Somewhat Extremely
Quite important
satisfaction? at all important important important

When the school makes important decisions, how A little bit of Quite a bit of A tremendous
Almost no input Some input
much input do teachers have? input input amount of input

How effective are the school leaders at developing Somewhat Extremely

Not at all effective Slightly effective Quite effective
rules for students that facilitate their learning? effective effective

Overall, how positive is the influence of the school Somewhat Extremely

Not at all positive Slightly positive Quite positive
leaders on the quality of your teaching? positive positive

14 PANORAMA EDUCATION • www.panoramaed.com

School Leadership - Staff
Perceptions of the school leadership’s effectiveness.

Question Response Options

How clearly do your school leaders identify their goals Somewhat Extremely
Not at all clearly Slightly clearly Quite clearly
for the staff? clearly clearly

How positive is the tone that school leaders set for the Somewhat Extremely
Not at all positive Slightly positive Quite positive
culture of the school? positive positive

How effectively do school leaders communicate Not at all Slightly Somewhat Quite Extremely
important information to staff? effectively effectively effectively effectively effectively

Not
How knowledgeable are your school leaders about Slightly Somewhat Quite Extremely
knowledgeable
what is going on in the school? knowledgeable knowledgeable knowledgeable knowledgeable
at all

Not at all Slightly Somewhat Quite Extremely

How responsive are school leaders to your feedback?
responsive responsive responsive responsive responsive

For your school leaders, how important is Not important Slightly Somewhat Extremely
Quite important
staff satisfaction? at all important important important

When the school makes important decisions, how A little bit of Quite a bit of A tremendous
Almost no input Some input
much input do staff have? input input amount of input

How effective are the school leaders at developing Somewhat Extremely

Not at all effective Slightly effective Quite effective
rules for students that facilitate their learning? effective effective

Overall, how positive is the influence of the school Somewhat Extremely

Not at all positive Slightly positive Quite positive
leaders on the quality of your work? positive positive

User Guide: Panorama Teacher and Staff Survey 15

 Testing - Teacher
Perceptions of the impact of testing on teaching and student learning.

Question Response Options

A tremendous
How much pressure from school leaders do you feel to Almost no A little bit of Quite a bit of
Some pressure amount of
have your students achieve certain testing results? pressure pressure pressure
pressure

At your school, how often are you encouraged to teach Almost all the
Almost never Once in a while Sometimes Frequently
test-taking strategies? time

A tremendous
How much pressure do you feel to cover particular Almost no A little bit of Quite a bit of
Some pressure amount of
content in your teaching? pressure pressure pressure
pressure

How many of your teaching decisions are made with Almost no Almost all
A few decisions Some decisions Many decisions
the goal of trying to improve students' test scores? decisions decisions

How often do you teach topics you think are

Almost all the
unimportant because of pressure around Almost never Once in a while Sometimes Frequently
time
standardized tests?
A tremendous
How much pressure do you feel to cover a certain Almost no A little bit of Quite a bit of
Some pressure amount of
amount of content by a particular point in the year? pressure pressure pressure
pressure

Faculty Growth Mindset - Teacher

Perceptions of whether teaching can improve over time.

Question Response Options

Can increase
To what extent can teachers increase how much their Cannot increase Can increase a Can increase Can increase
a tremendous
most difficult students learn from them? at all little somewhat quite a bit
amount

How easily can teachers change their teaching style to Somewhat

Not at all easily Slightly easily Quite easily Extremely easily
match the needs of a particular class? easily

Can improve
To what extent can teachers improve their Cannot improve Can improve a Can improve Can improve
a tremendous
implementation of different teaching strategies? at all little somewhat quite a bit
amount
Somewhat Completely
How possible is it for teachers to change their ability Not at all possible A little possible Quite possible
possible to possible to
to work with dissatisfied parents? to change to change to change
change change
Can improve
How much can teachers improve their classroom Cannot improve Can improve Can improve Can improve
a tremendous
management approaches? at all slightly somewhat quite a bit
amount
Can change a
To what extent can teachers change their intelligence Cannot change Can change a Can change Can change
tremendous
about the subjects that they teach? at all little bit somewhat quite a bit
amount
Over the course of a school year, to what extent can Can improve
Cannot improve Can improve Can improve Can improve
teachers improve the clarity of their explanations of a tremendous
at all slightly somewhat quite a bit
challenging concepts? amount
Somewhat Completely
How possible is it for teachers to change how well they Not at all possible A little possible Quite possible
possible to possible to
relate to their most difficult students? to change to change to change
change change

16 PANORAMA EDUCATION • www.panoramaed.com

Staff-Family Relationships - Teacher
Perceptions of faculty and staff relationships with the families at their school.

Question Response Options

Somewhat Extremely
How friendly are your school’s families towards you? Not at all friendly Slightly friendly Quite friendly
friendly friendly

How often do you meet in person with the families of Almost all the
Almost never Once in a while Sometimes Frequently
your students? time

In your communications with families, how caring do Somewhat Extremely

Not at all caring Slightly caring Quite caring
they seem towards you? caring caring

When you face challenges with particular students, Not at all Slightly Somewhat Quite Extremely
how supportive are the families? supportive supportive supportive supportive supportive

Trust a
How much do you trust that parents of your students
Do not trust at all Trust a little bit Trust some Trust quite a bit tremendous
will treat you fairly?
amount

At your school, how respectful are the parents Not at all Slightly Somewhat Extremely
Quite respectful
towards you? respectful respectful respectful respectful

How challenging is it to communicate with the families Not at all Slightly Somewhat Quite Extremely
of your students? challenging challenging challenging challenging challenging

Staff-Family Relationships - Staff

Perceptions of faculty and staff relationships with the families at their school.

Question Response Options

Somewhat Extremely
How friendly are your school's families towards you? Not at all friendly Slightly friendly Quite friendly
friendly friendly

How often do you meet in person with the families Almost all the
Almost never Once in a while Sometimes Frequently
of students? time

In your communications with families, how caring do Somewhat Extremely

Not at all caring Slightly caring Quite caring
they seem towards you? caring caring

When you face challenges with particular students, Not at all Slightly Somewhat Quite Extremely
how supportive are the families? supportive supportive supportive supportive supportive

Trust a
How much do you trust that parents of the students at
Do not trust at all Trust a little bit Trust some Trust quite a bit tremendous
your school will treat you fairly?
amount

At your school, how respectful are the parents Not at all Slightly Somewhat Extremely
Quite respectful
towards you? respectful respectful respectful respectful

How challenging is it to communicate with the families Not at all Slightly Somewhat Quite Extremely
of students at your school? challenging challenging challenging challenging challenging

User Guide: Panorama Teacher and Staff Survey 17

 Evaluation - Teacher
Perceptions of the system that is used to evaluate faculty and staff.

Question Response Options

Almost all the

How often is your teaching evaluated? Almost never Once in a while Sometimes Frequently
time

How accurate is your school's evaluation system at Somewhat Extremely

Not at all accurate Slightly accurate Quite accurate
recognizing good teachers? accurate accurate

At your school, how objectively is your teaching Not at all Slightly Somewhat Quite Extremely
performance assessed? objectively objectively objectively objectively objectively

How effective is your school's evaluation system at Somewhat Extremely

Not at all effective Slightly effective Quite effective
helping you improve? effective effective

How accurate is your school's evaluation system at Somewhat Extremely

Not at all accurate Slightly accurate Quite accurate
identifying bad teachers? accurate accurate

How fair is the way teachers are assessed

Not fair at all Slightly fair Somewhat fair Quite fair Extremely fair
at your school?

Evaluation - Staff
Perceptions of the system that is used to evaluate faculty and staff.

Question Response Options

Almost all
How often is your work evaluated? Almost never Once in a while Sometimes Frequently N/A
the time

How accurate is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
recognizing good work performance? accurate accurate accurate accurate accurate

At your school, how objectively is your Not at all Slightly Somewhat Quite Extremely
N/A
performance assessed? objectively objectively objectively objectively objectively

How effective is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
helping you improve? effective effective effective effective effective

How accurate is your school's evaluation system at Not at all Slightly Somewhat Quite Extremely
N/A
identifying bad work performance? accurate accurate accurate accurate accurate

Somewhat Extremely
At your school, how fair is the way staff are assessed? Not fair at all Slightly fair Quite fair N/A
fair fair

18 PANORAMA EDUCATION • www.panoramaed.com

Student Mindset - Teacher
Perceptions of whether students have the potential to change those factors that are central to
their performance in class.

Question Response Options

Whether your students do well or poorly in your class may depend on many different factors. Some of these factors might be easier for your students to
change than others. How possible do you think it is for your students to change:

Somewhat Completely
Not at all possible A little possible Quite possible
How much talent they have possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How much effort they put forth possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How well they behave in class possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How much they like the content in your class possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
How easily they give up possible to possible to
to change to change to change
change change
Somewhat Completely
Not at all possible A little possible Quite possible
Their intelligence possible to possible to
to change to change to change
change change

User Guide: Panorama Teacher and Staff Survey 19

 Resources - Teacher
Perceptions of the adequacy of the school’s resources.

Question Response Options

Needs to
Needs to Needs to
To what extent does the quality of the resources at Does not need to Needs to improve a
improve a little improve quite
your school need to improve? improve at all improve some tremendous
bit a bit
amount

When students need help from an adult, how often do Almost all the
Almost never Once in a while Sometimes Frequently
they have to wait to get that help? time

At your school, how crowded do the learning Somewhat Extremely

Not at all crowded Slightly crowded Quite crowded
spaces feel? crowded crowded

How urgently does your school's technology need Somewhat Extremely

Not at all urgently Slightly urgently Quite urgently
to be updated? urgently urgently

Almost all the

How often do your school's facilities need repairs? Almost never Once in a while Sometimes Frequently
time

For students who need extra support, how difficult is it Somewhat Extremely
Not at all difficult Slightly difficult Quite difficult
for them to get the support that they need? difficult difficult

How much of your own money do you spend A tremendous

Almost none A little bit Some Quite a bit
on your classroom? amount

How important is it for your school to hire more Not important Slightly Somewhat Extremely
Quite important
specialists to help students? at all important important important

How many more resources do you need to adequately Almost no A few more Several more Quite a few A lot more
support your students’ learning? resources resources resources more resources resources

Struggles a
Overall, how much does your school struggle due to a Does not struggle Struggles a little Struggles quite
Struggles some tremendous
lack of resources? at all bit a bit
amount

20 PANORAMA EDUCATION • www.panoramaed.com

Resources - Staff
Perceptions of the adequacy of the school’s resources.

Question Response Options

Needs to
Needs to Needs to
To what extent does the quality of the resources at Does not need to Needs to improve a
improve a little improve quite
your school need to improve? improve at all improve some tremendous
bit a bit
amount

When students need help from an adult, how often do Almost all the
Almost never Once in a while Sometimes Frequently
they have to wait to get that help? time

At your school, how crowded do the learning Somewhat Extremely

Not at all crowded Slightly crowded Quite crowded
spaces feel? crowded crowded

How urgently does your school's technology need Somewhat Extremely

Not at all urgently Slightly urgently Quite urgently
to be updated? urgently urgently

Almost all the

How often do your school's facilities need repairs? Almost never Once in a while Sometimes Frequently
time

For students who need extra support, how difficult is it Somewhat Extremely
Not at all difficult Slightly difficult Quite difficult
for them to get the support that they need? difficult difficult

How important is it for your school to hire more Not important Slightly Somewhat Extremely
Quite important
specialists to help students? at all important important important

Struggles a
Overall, how much does your school struggle due to a Does not struggle Struggles a little Struggles quite
Struggles some tremendous
lack of resources? at all bit a bit
amount

Grit - Teacher
Perceptions of how well students are able to persevere through setbacks to achieve important
long-term goals.

Question Response Options

If your students have a problem while working towards

Not well at all Slightly well Somewhat well Quite well Extremely well
an important goal, how well can they keep working?

How often do your students stay focused on the same

Almost never Once in a while Sometimes Frequently Almost always
goal for several months at a time?

Some people pursue some of their goals for a long

time, and others change their goals frequently. Over
Not at all likely Slightly likely Somewhat likely Quite likely Extremely likely
the next several years, how likely are your students to
continue to pursue one of their current goals?
When your students are working on a project that
Somewhat Extremely
matters a lot to them, how focused can they stay when Not at all focused Slightly focused Quite focused
focused focused
there are lots of distractions?

If your students fail to reach an important goal, how

Not at all likely Slightly likely Somewhat likely Quite likely Extremely likely
likely are they to try again?

User Guide: Panorama Teacher and Staff Survey 21

 Roles and Responsibilities - Teacher and Staff
Perceptions of who should be primarily responsible for school success.

Question Response Options

Many different factors play a role in school success. Each statement below represents something that may contribute to children's success in school.
Please indicate who you think is primarily responsible for each factor by checking the appropriate box. If you do not think an item is important for school
success, please check "N/A."

Make sure that the children understand what is being

Primarily parents Primarily schools Primarily children N/A
taught at school

Ensure children have good relationships with their peers Primarily parents Primarily schools Primarily children N/A

Make time for doing fun activities that are unrelated

Primarily parents Primarily schools Primarily children N/A
to schoolwork

Make sure that the children have an adult to talk to at school Primarily parents Primarily schools Primarily children N/A

Identify what children are most interested in learning Primarily parents Primarily schools Primarily children N/A

Make sure that children have enough time set aside to do all of
Primarily parents Primarily schools Primarily children N/A
their school-related work

Help children deal with their emotions appropriately Primarily parents Primarily schools Primarily children N/A

Make sure the children’s learning environment is safe Primarily parents Primarily schools Primarily children N/A

Ensure good communication between home and school Primarily parents Primarily schools Primarily children N/A

Call attention to decisions about learning that do not seem to

Primarily parents Primarily schools Primarily children N/A
be in the best interest of the children

Make sure children are supported to do their best in school Primarily parents Primarily schools Primarily children N/A

22 PANORAMA EDUCATION • www.panoramaed.com

Additional Questions
Free Responses
Open-ended questions about a variety of topics that may be of interest to many schools.
SUGGESTED FREE-RESPONSE QUESTIONS
What are the most positive aspects of working
at your school?
If you could change anything about working at
your school, what would you change?
FUTURE PLANS
For how many years do you want to stay in the
teaching profession? [Teacher]
For how many years do you plan to continue
teaching in this district? [Teacher]
For how many years do you want to stay in
your current profession? [Staff ]
For how many years do you plan to continue
working in this district? [Staff ]
What are your career aspirations?
Please explain more about your career plans in
case it enables us to better support you.
BACKGROUND QUESTIONS
For how many years have you taught?
[Teacher]
For how many years have you taught at your
current school? [Teacher]
For how many years have you worked at this
school? [Staff ]
For how many years have you worked at your
current school? [Staff ]
If a friend or colleague were looking for a
[teaching] job, to what extent, if at all, would
you recommend this school?
What is your gender?
What is your race or ethnicity?
Please indicate the primary language spoken
in your childhood home. In which decade were
you born?
Please select the highest level of education
completed by your mother. If you are not sure,
please take your best guess.
Please select the highest level of education
completed by your father. If you are not sure,
please take your best guess.
User Guide: Panorama Teacher and Staff Survey 23
24 PANORAMA EDUCATION • www.panoramaed.com
User Guide: Panorama Teacher and Staff Survey 25
Panorama Education partners with K-12 schools and districts across the country to collect
and analyze data about social-emotional learning, school climate, family engagement, and
more. With research-backed surveys and a leading technology platform, Panorama helps
educators act on data and improve student outcomes. Panorama supports more than 9
million students in 11,500 schools across 46 states, including those in the New York City
Department of Education, Dallas Independent School District, Seattle Public Schools, and
San Francisco Unified School District.

Learn more about Panorama:

www.panoramaed.com | contact@panoramaed.com | (617) 356-8123
24 School Street, 4th Floor, Boston, MA 02108