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Sean

Murphy Component Two Interim Assignment NCPAPAs Distinguished Leaders in Practice 29 November 2011 2.2 Part 2:

Reflecting and Selecting: TWC Analysis


1. In which constructs did your school have the most positive working conditions? Category: Community Support and Involvement. Particular construct:
4.1.h. The community we serve is supportive of this school. (97.2% agree)

h. The community we serve is supportive of this school.


South Johnston High (n=72, dk=0) Johnston County Schools (n=1960, dk=51) 3 83% 14%

9%

63%

26%

North Carolina 3 (n=101211 , dk=3967) -

12%

60%

26%

What are some possible reasons for this?

The fact that this construct was the most favorable (over 12 point higher than the state average) is hardly a surprise. The community South Johnston serves is extremely supportive of all actions taken, some believe to a fault. Roaming the halls, its hard not to spot the communities presence. Aside from the explicit fliers, brochures and announcements from local businesses and non-profits peppering the walls, there is a constant discussion among teachers and leaders about community organizations.

1. In which constructs did your school have the least positive working conditions? Category: Time Particular construct: Q. 3.1 Please rate how strongly you agree or disagree with the following statements about your school
facilities and resources.

Construct: b. Teachers have sufficient access to instructional technology, including computers,


printers, software and internet access. 50%.

b. Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.
South 14% Johnston High 36% 42% 8%

(n=72, dk=0) Johnston County Schools (n=2005, dk=5) 7% 22% 49% 22%

North Carolina 5% (n=104613 , dk=466) -

15%

46%

34%

What are some possible reasons for this?

Again, this construct being the least favorable was not a shock. During 2010, South had a notable lack of technology. Indeed, the gap was so substantial that both years Mr. Price has been at the school Technology has been of primary concern. This is reflected in actions, where Mr. Price has purchased SMART Boards and arranged for 1:1 computing, and also in theory, as the School Improvement Plan marked Technology as a chief goal for the last two years. We expect actions taken over the last two years will have an effect on these results when the survey is conducted this coming spring. 3: Are 2there 2any 2constructs 2or 2focus 2areas 2in 2which 2your2 schools 2results2 are2 significantly2 different2 than2 the2 district2 or state 2level?2

The vast majority of constructs for South Johnston (first column) fell within a 4-point margin of the High School State Average (second column), County Average (third column) and State Average (fourth column).

- Significantly negative:
Q. 7.1

k. The faculty are recognized for accomplishments.

78.3 84.7

83.6

84.7

Although not extremely different from state and district averages, the level of recognition for teacher accomplishments was over 6 points lower than state average. This was disconcerting and surprising, considering the district has a number of initiatives to recognize teachers. However, it makes sense that some teachers would not agree with this construct, mainly because the accomplishments are not made a big deal. They typically are announced, but otherwise unpublicized.

- Significantly positive:
Q. 61
b. Teachers are trusted to make sound professional decisions about instruction. 90.0 82.9 87.5 83.8

Many teachers at South Johnston have been in their positions for years. The principal during the 2010 school year respected their judgments implicitly. Taken in this light, the positive response for the TWC isnt surprising. At the same time, considering some of the

pedagogical changes Mr. Price has put in place, along with observations about the lack of core instructional practices made by myself and district officials, this indicator may decrease when conducted next. For me, this is particularly interesting when taken with the old adage, if you come to comfort the upset you will surely upset the comfortable. While trying to make instruction more rigorous and relevant for kids at South, Mr. Price may lose points for this indicator. Q. 5.1
a. Students at this school understand expectations for their conduct. b. Students at this school follow rules of conduct. 86.1 79.7 63.9 61.3 87.0 75.7 85.6 71.5

This was surprising, as there is a seeming contradiction between these two results. At the same time, there is a notable discrepancy between High School, in general, and state averages. This suggests that theres a breakdown somewhere between knowing what should and should not be done and acting upon that knowledge. Q. 4.1
a. Parents/guardians are influential decision makers in this school. h. The community we serve is supportive of this school. 53.8 68.0 97.2 83.1 73.0 89.5 72.3 85.


It is interesting to note that the community was considered highly supportive, but many teachers did not believe that parents were decision makers in the school. While there is certainly a separation that must be made between parents and the broader community, its interesting that this construct was so low, especially in comparison to the state and district averages.

4. Do3 you 3have 3a 3personal 3interest 3in 3examining 3a 3particular 3area 3more 3carefully?3
This interesting dilemma raised by constructs 5.1. a and h gives voice to something Ive already tried investigating. As a new administrator, I have seen reluctance in many teachers to contact the home. Most of the time, parents are assumed to be overbearing, at best, or a hindrance to their job, at worst. Considering that parents are an important part of the school community, their lack of decision making in the school is disconcerting. I would like to give another survey that could tease out the reasons for this interesting situation.

5. Is 3there 3an 3area 3your3 school 3has 3already 3targeted 3for 3reflection 3and3 reform?3
As noted earlier, technology in 2010 was on the mind of most teachers, leading to a 29.6 point difference between school and state averages. This issue was being addressed by the district, as well, considering its own -8 point difference with the state average. Over the last two years, though, substantial interventions have taken root and it will be revealing to look at the impact this has on the TWC in 2012.