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Teacher and Staff Perceptions, Spring 2022
| 98% of multi-classroom leaders (MCLs) | Would like Opportunity Culture roles to continue in their schools |
| 97% of MCLs | Agree that the supports provided translate into improved instructional practice |
| 96% of MCLs | Agree that excellent teachers have the opportunity to lead peers in their schools |
| 96% of MCLs | Report that pay opportunities are better with Opportunity Culture roles |
| 95% of MCLs | Report a positive impact on staff collaboration resulting from Opportunity Culture models |
| 94% of staff in all Opportunity Culture roles | Agree that teachers are held to high professional standards for delivering instruction |
Teacher and Staff Perception Survey Detail
In early 2022, teachers and staff in Opportunity Culture (OC) sites across the country anonymously answered a series of questions about their schools and their jobs. The questions focused on respondents’ perceptions of their school, their role, and the impact of Opportunity Culture implementation. The survey also invited respondents to identify potential improvements.
Public Impact correlates survey results with schoolwide student growth to increase our understanding of what factors contribute to the Opportunity Culture success. We share the resulting insights via free materials on OpportunityCulture.org, a national e-newsletter for educators in Opportunity Culture schools, and in consultation with Opportunity Culture sites.
For each question, teachers and staff in Opportunity Culture sites indicated their level of agreement with a series of statements about Opportunity Culture implementation, selecting from “Strongly Disagree,” “Disagree,” “Agree,” and “Strongly Agree.” The survey had a response rate of 72 percent, with 5,164 teachers and staff in 185 Opportunity Culture schools responding.
For each question, the figures below show two bars: (1) the percentage of staff in all OC roles who agreed or strongly agreed with the statement (these roles are multi-classroom leaders [MCLs]; team reach teachers [TRTs]; teachers on MCL teams; teacher residents on MCL teams; and reach associates, who support OC teams), and (2) the percentage of MCLs who agreed or strongly agreed with the statement.
Figure 1. Percentage of Teachers and Staff in OC Roles Who Agreed or Strongly Agreed
Faculty and staff have a shared vision.*
Teachers are held to high professional standards for delivering instruction.*
Teachers receive feedback that can help them improve teaching.*
Supports provided (instructional coaching, PLCs, etc.) translate to improvements in instructional practices by teachers.*
The Opportunity Culture staffing model has had a positive impact on staff collaboration.
My school’s Opportunity Culture staffing model has improved the effectiveness of teachers.
My evaluation is matched to my current role responsibilities.
I have a clear understanding of the Multi-Classroom Leader’s role and responsibilities.
My role responsibilities are clearly defined.
If I am successful as a teacher in my school, I will have the opportunity to reach more students.
I feel confident that pay supplements/stipends will remain available for those chosen for Opportunity Culture roles.
Pay opportunities in an Opportunity Culture school are better than they would be without Opportunity Culture.
Excellent teachers in my school have opportunities to lead peers.
I have a clear understanding of how the Opportunity Culture staffing model fits the school’s vision and mission.
I would like Opportunity Culture to continue in my school next year.
My school provides ongoing communication regarding the progress of my school’s Opportunity Culture staffing model.
The Opportunity Culture staffing model has had a positive impact on my school’s staff culture.
The Opportunity Culture staffing model has increased student achievement at my school.
Faculty and staff in this school trust each other.
Note: “OC roles” include: MCLs, team reach teachers, teachers on MCL teams, reach associates (advanced paraprofessionals who support Opportunity Culture teams), and teacher residents.
*Questions are from the New Teacher Center’s Teaching Conditions Survey, which had their origin in the Office of the Governor, North Carolina (2002–2009).
Figure 2. Role-Specific Questions: Percentage of Teachers and Staff in OC Roles Who Agreed or Strongly Agreed
I have a clear understanding of the Team Reach Teacher’s role and responsibilities. (TRTs only)
I have adequate planning time for my extended reach role. (MCLs and TRTs)
My principal and/or assistant principal take actions that support my success in my OC role. (MCLs and TRTs)
I have protected time to build relationships with the students my team teachers are responsible for. (MCLs only)
I have protected time to provide instruction to my team teachers’ students. (MCLs only)
I have protected time to support/coach team teachers on my team. (MCLs only)
Figure 3. Sites Participating in Opportunity Culture Survey
- Aldine Independent School District, TX
- Baltimore City Public Schools, MD
- Brinkley Public Schools, AR
- Crossett School District, AR
- Cumberland County Schools, NC
- Earle School District, AR
- Ector County Independent School District, TX
- El Paso Independent School District, TX
- Forrest City School District, AR
- Frayser Community Schools, TN
- Gentry School District, AR
- Guilford County Schools, NC
- Hertford County Schools, NC
- Klein Independent School District, TX
- La Vega Independent School District, TX
- Lincoln Consolidated School District, AR
- Maricopa Regional School District #509, AZ
- Memphis Scholars, TN
- Midland Independent School District, TX
- Nadaburg Unified School District #81, AZ
- North Little Rock School District, AR
- Phoenix Elementary School District #1, AZ
- Valentine Elementary School District #22, AZ
- Vance County Schools, NC
- Waco Independent School District, TX
- Wilson County Schools, NC
- Winston-Salem/Forsyth County Schools, NC
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