Brookline 2018-19 Climate Survey – Staff

The results of the 2018-2019 District Climate Survey as responded to by the PSB staff. Items in red are special education related (others may be as well). Click on the triangle next to a school name to see what the staff had to say.

What is the one thing you value most about this school? 

Baker School
  • Collaboration amongst grade level teams, specialists and special educators.
  • Collaboration and the teachers!
  • Collaboration with colleagues
  • Collaborations among teachers.
  • Colleagues from all ends of the building are always willing to help other colleagues and support each other.
  • colleagues in my grade level and math department are great to work with.District department has been very helpful and supportive.
  • Community
  • Community among staff members
  • Connections with colleagues
  • Diversity
  • Diversity
  • Diversity of people and collegiality among staff
  • Excellent teachers.
  • Faculty and administration collaborate extremely well
  • From my perspective it seems that the staff is very supportive of one another
  • Great teachers!
  • I am trusted by staff and administration.
  • I feel that this school is progressive, and overall tends to address feelings of the overall cultural climate, and encourages staff to have open, positive, and collaborative discussions.
  • I perceive a great generosity of spirit and sense of goodwill among the teachers and administrators. I have worked in schools where it felt like the teachers were showing up to clock in and collect a check. Baker teachers seem to love what they do, and everyone I work with seems to be passionate about helping students to be successful.
  • I really value that Josh Howe and Linda Rodrigues emphasized Building Relationships and fostering a positive community among staff and students as a priority this year. That has made a huge impact on the Baker School community and they are excellent school leaders.
  • I really value the teachers that I work with. There are many teachers who are willing to share resources and offer a listening ear. The teachers care so much about their students and work long and hard to meet needs of students.
  • I value my colleagues. They bring a level of positivity and support that is invaluable to my day-to-day experience.
  • I value the collaboration and collegiality with my colleagues.My grade level team is supportive and helpful.We are provided opportunities to collaborate with specialists as well.
  • I value the collaboration I have with my colleagues.
  • I value the collaborative, growth-oriented, and professional demeanor of my colleagues.
  • I value the coworkers here that help out each other.
  • I value the dedication of the staff and the diversity of the student body.
  • I value the people most, both students and adults.
  • I value the sense of cooperation between teachers and administrators regarding difficult parent interactions. I feel that my voice will be heard and I will be supported by the administration when a parent voices a complaint about their child’s experience in my classroom.
  • I value the traditions that bring the community together- i.e. plays (Carnival, BUGZ, and 6,7, and 8) assemblies, book fair, convocation, etc..
  • It’s a great community of educators – we take care of each other, we’re good at celebrating, and we share our passion with our students.
  • Its diversity
  • My colleagues
  • My colleagues
  • My colleagues.Most of the teachers and paraprofessionals at Baker are extremely dedicated to their jobs, students and fellow staff members.People would bend over backwards to do what is best for children, and devote a great deal of their time and energy to the school.
  • My collegues
  • my grade level colleagues
  • open-minded & progressive
  • Openness to listen to feedback.
  • Opportunity to do great work as a teacher every day.
  • Positivity of the leadership.
  • Professionalism of the teachers
  • Respect given to me as a non teacher
  • Sense of collaboration in grade level teams
  • Sense of community at Friday Breakfast
  • Shared values amongst colleagues
  • staff community and relationships
  • Strong sense of community and support.
  • Strong sense of responsibility over children’s wellbeing
  • Supportive, kind colleagues
  • Teachers and administrators appreciate my hard work
  • That all staff members work hard to improve their practice to be the best possible place for children to learn and grow.
  • That we are trusted to teach what we are supposed to teach.
  • The collaboration between staff is fantastic!
  • The collaborative nature of the staff and the cohesiveness of grade level teams.
  • The colleagues I work with are very supportive and fantastic teachers.
  • The fact that people are trying much harder (staff and administrators) to create a more trusting and positive environment
  • The one thing I value most about this school is the teachers who are so passionate about what they do each and everyday.
  • the open-minded nature of the majority of teachers and administrators
  • The people in this school – my colleagues, students and their families. I could not do this job well without the support of my grade level team and other valuable colleagues.
  • The quality and dedications of the educators.
  • The quality of the education that is afforded students- and the positive, creative, fun way it is being delivered. I have seen good repoir between the different teams of teachers I have worked with
  • The sense of community between our kindergarten team. They were very supportive and welcoming to me as a new para in Baker.
  • The sense of community between staff and students.
  • The students – they are kind, respectful and always a joy to work with .
  • The students as well as the staff have positive attitudes and make new workers feel welcomed. Staff are patient.
  • The students.
  • The support and sense of community among the teachers overall, and on my grade level team.
  • The support, flexibility, and collaboration of a number of teachers I work with.
  • The teachers who work here are generally excellent
  • the team I work with
  • The thing I value most about this school is the ability to interact with highly skilled staff.
  • the willingness of colleagues to collaborate, help and share
  • A sense of community. Wonderful collaboration between special education staff. 
  • As I am new, I feel really lucky to have amazing co-workers, who welcomed me right away. So I guess I value the incredible staff the most!
  • autonomy
  • Baker School is a warm and caring community that celebrates diversity.
  • Being able to communicate with my colleagues and to collaborate with them.
BEEP

Beacon

  • Experienced teachers
  • Fellow teacher support
  • I value my colleagues the most.
  • Our deep sense of community!
  • The families, students, teacher and specialists.
  • The relationships between the various teachers and paras.
  • the staff collaboration
  • Whenever I requested meeting with leaders, they did and trying to understand my situation. Very very appreciate to them.
  • Working as a team with coworkers for support, ideas and helping to work situations out.

Coolidge Corner

  • Collaboration between colleagues, supervisors, and families.
  • Inclusiveness
  • the collaboration between teachers, specialists, and supervisors
  • The community
  • The community- dedicated staff and involved parents/ families
  • The diversity of the student population
  • The sense of community that exists here amongst staff, students and families.

Driscoll

  • Cultural diversity
  • The positive energy. The staff and leaders make me feel comfortable and secure every day, which gives us the ability to focus on the students
  • The relationships and respect between staff, students and families.

Heath

  • community collaboration
  • Prioritizing that each student is an individual learner
  • Strong leadership from BEEP
  • Vicki is an inspiring leader who supports me in advancing my learning and teaching and assist all families in need.

Lynch

  • How everyone really has the best interest of the kids in mind, everything is done for them (the kids).
  • I believe in the PSB for education, leadership, opportunities, and equality. I am grateful for that
  • I feel that my principal and my directors value my opinion and the opinions of my colleagues.I respect and value the opinions of my colleagues and feel we do our best work together as a collaborative team serving the best interest of our students.
  • I value how much teachers, paras, and specialists care for the children.
  • Inclusion
  • Inclusive classrooms
  • Leadership
  • Margaret is a remarkable leader.She is capable, thoughtful and follows through with every situation.She is knowledgeable and easy to work with-very collegial.Lynch staff care deeply about the students in the school and the safety of all.
  • My communication with students/families
  • Our team and communication with my fellow classroom teachers.
  • positive attitude toward all children and their families
  • Sense of community and collaborative effort amongst staff
  • Support from staff
  • Supportive atmosphere, staff working together
  • The collaboration between teachers and specialists.
  • The community -everyone is always willing to share ideas, materials, and help each other out when needed.
  • The philosophy.
  • the relationship with my classroom team and the relationship with my students
  • The respect I get from the members of my team.
  • The support and collaboration from other teachers in the building.
  • At the Lynch Center, I really value the support of Margaret Eberhardt, who is the building supervisor. She is supportive, creative, and helpful through many aspects of working at this building.

Putterham

  • Community
  • Culture
  • Everyone treats students with dignity and respect. Staff shows compassion and dedication. Very supportive environment.
  • Good sense of community between staff and parents.
  • I love the sense of community within this site between the teachers.I feel that teachers and paras are very committed to making this the best early childhood experience that we can offer.
  • I value the curriculum
  • INCLUSION
  • Positive and collaborative environment
  • Positive culture supported by collaboration with all staff members
  • Regina Watts – great, fair, professional leader
  • Respectful atmosphere that values everyone’s contributions and thoughts (staff, students, families, etc)
  • sense of community, collaboration and a positive climate. Friendly staff. Good building supervisor in Regina Watts
  • the community
  • The community! The team work !
  • The culture and staff support
  • The outstanding support from co workers and supervisors.
  • The people who work at Putterham are amazing. Everyone helps each other out when needed.
  • The relationships with my students and colleagues and the support we all show for each other.
  • The staff at Putterham are supportive and collaborative.
  • The talent and dedication of the staff
  • The team work amongst myself and classroom teachers.
  • there is a supportive culture
  • A commitment to providing thoughtful and high quality supports to each individual child and family.

Runkle

  • RISE program
  • The ability to share ideas with colleague and feeling supported in the implementation of ideas.
  • BEEP is a place that puts the students and families first and is dedicated to supporting them.
Brookline High School
  • Collaboration among staff.
  • Collaboration and effort
  • Collaboration between teachers.
  • Collaborative spirit among staff, investment among staff in students.
  • Community
  • Community
  • Culture of collaboration.
  • Culture of freedom and collaboration
  • Dedicated colleagues
  • Department level interactions, collaboration and leadership.
  • Diverse student body and diverse voices
  • Diversity
  • Diversity
  • Freedom and responsibility
  • Freedom and responsibility. Both for the teachers and the students.
  • Freedom and trust to teach without being micromanaged.
  • Freedom to teach
  • Getting along with everyone being able to talk tostudents and teachers
  • High expectations of academic rigor combined with real caring for student well being
  • How much I am given the chance to do what I do best
  • I feel like I’m respected as an expert/professional in my field. Further, my colleagues and I are trusted to take creative risks because administrators know that our faculty are always trying to find new/creative ways to engage students in being the best they can be.
  • I love the autonomy allotted to some students though I see daily the systemic and structural biases of the admin and staff only allow some the autonomy they all deserve.
  • I value BHS’s ability to see and value the student as a whole human.
  • I value my colleagues opinions and ability to collaborate.
  • I value our autonomy to do our jobs well, and the professionalism that teachers are allowed to have – that is not the case everywhere.
  • I value our belief that students learn responsibility through freedom to make choices.
  • I value our sense of community, shared values, atmosphere of creativity, challenge, and collaboration.I value the ways teachers have been (historically) encouraged to be creative and collaborative professionals.I value our attention to the needs of the whole child, not just test scores.I value our commitment to racial equity – we have a long way to go, but in my 18 years teaching here I can see we’ve come a long way too.
  • I value that the school community is constantly striving for improvement.
  • I value the autonomy most. I feel extremely trusted and supported by my curriculum coordinator.
  • I value the autonomy that we have to teach in the style we feel is most effective, so long as we are successful in doing so. This leads to a collaborative culture where creativity is rewarded.
  • I value the collaboration and support from most teachers in the building. I value the respect for my job that these teachers give me, that I often don’t get from higher up.
  • I value the positive relationships between staff, staff and students, and students and parents that people have worked incredibly hard to cultivate.
  • I value the students and my relationship with them.
  • independence
  • Independence
  • It is the sense of community.
  • it’s mission
  • Its community
  • Large and knowledgeable special education department
  • level of experience and talent in educators
  • Love for students
  • Manageable class size allows for building of relationships and classroom community.
  • My co-workers, including my Curriculum Coordinator, Agnes Alberola
  • My colleagues
  • My colleagues
  • My colleagues
  • My colleagues – their competence, willingness to help, and good cheer.
  • My colleagues in the same department
  • My coworkers are so inspiring to me!I feel like our students are so lucky to have such passionate, professional and warm teachers.I feel totally supported by coworkers whether they are paras, curriculum coordinators, or in other roles.I worked at a school before that I felt had a good culture, but this one is way healthier and I honestly wish there was more time in the day to learn from my coworkers!
  • My relationships with students and teachers.
  • My work with students and their families.
  • Opportunities for growth for teachers and students alike.
  • Opportunities for students (electives, etc.)
  • Peer Colleagues
  • People are well respected no matter what position they have as a staff member, and there is not the traditional high school social set up of “cool kids.”
  • People like to work at BHS, and the climate is rather positive
  • Positive relationships among everyone
  • Professional and capable staff members
  • professional and caring culture
  • Professionalism of faculty and love of learning with the students and each other
  • Relationships
  • Relationships with fellow staff
  • respect for teachers as leaders of their own practice
  • Respect for teachers’ professionalism.
  • respectful impromptu conversations about issues that concern me and those who are also concerned to chat with me.
  • Some of the students are extremely kind and open to meeting the students in the RISE program.
  • Spirit of collaboration amongst my department
  • Strong and supportive leadership.
  • Student extra-curricular opportunities
  • Students
  • Support for new teachers
  • Supportive colleagues
  • Teacher autonomy, student freedom, culture of LOVE and of GROWTH mindset for all.
  • Teachers in the department are very collaborative and help each other in many ways.
  • That I am not micromanaged by administrators, and am trusted to do very high quality work without others hovering over me
  • That I am trusted to do the job I need to so without the micromanagement of a supervisor.
  • The ability to develop my own curriculum and teach it as I believe works best for students.
  • The ability to openly communicate with students and staff.
  • The climate of collaboration
  • The culture and the respect for people’s time
  • the culture of intellectual curiosity that exists here
  • The department head is quite supportive.
  • The different learning opportunities- including trips, visits from guest speakers, special assemblies organized by staff and students… That doesn’t happen at other schools and it is really valuable, unique and special.
  • The diversity
  • The diversity of students and staff in terms of identity, experience, and point of view
  • The diversity of the students & staff & how everyone works together at making this a great school.
  • The enthusiasm and commitment of teachers.
  • The espoused vision of equity and rhetoric around building it.
  • The high academic standards
  • The importance of feeling valued
  • The intelligence and rigor of the staff, their devotion to their work, and our thoughtfulness as a faculty to provide meaningful learning opportunities for our students.
  • The Leadership and the sense of community. The great teaching that happens everyday.
  • The level of responsibility given to the students and the active role the faculty takes in addressing controversial, difficult issues.
  • The other people I work with and the chance to work with fantastic students.
  • The personal proximity, trust on each other and willingness to collaborate and work together to get out from our comfort zones
  • The positive community.
  • The positive environment for both students and teachers, hands down. Specifically the trust that the administration places in the teachers and that we in turn place in the students to do our best every day and to treat each other as human beings.
  • The pride most take in educating and supporting the students of brookline
  • The relationship I have with my students.
  • The relationships and freedom in the classroom that allow real exploration and learning to occur.
  • The resources available to teach
  • The respect for human differences
  • The respectful and highly intellectual and humane work environment
  • The school administration’s willingness to trust its teachers.
  • The school promotes the strengthening of small, positive communities:EXCEL, ACE, SWS, Scholars, etc.
  • The shared spaces in which I can collaborate with my colleagues and learn new practices, rather than being isolated in my own classroom.
  • The staff is amazing.
  • The staff is very good with students.
  • The students
  • The students are great, but it is the community of adults stands out.
  • The support available fro the students is really great.
  • The support the school provides in allowing teachers to innovate.
  • The supportive environment
  • The talented staff, the super students; the relationship driven focus.
  • The trust in teachers to do their best work and make the best decisions in teaching their classes.
  • the trust that is placed in teachers to make the right decisions for their students, to plan curricula, to manage their own, to take initiative, to pursue new ideas – without being micro-managed.
  • The vast array of opportunities and programs available to students.
  • The work ethic of the teachers.
  • This school has an extremely talented, and passionate, group of educators who sincerely have the best interest of students at heart.
  • Trust and freedom in the classroom.
  • Trust between colleagues
  • Very hard-working & innovative teachers
  • Way we work with kids from different backgrounds
  • We all love coming to work and teaching.I appreciate that this includes our administrators. They (and we) all love kids!
  • We are a school full of engaged educators who care deeply about our students.
  • Working with the current Headmaster who keeps apositive attitude about what we are doing here and who leads by example.The environment is so much better now.It feels good to come to work each day.
  • A strong emphasis on educational equity
  • ALL the students- their desire to learn, grow and be independent beings Head Master is the glue does a great job promoting, keeping positive culture, communicating – others not so much – do not understand Brookline school and the students – some are self indulgent and are only managing dept. for the betterment of them not what is best for the students- at times bullying to push what they want and doesnt listen to staff//dept.
  • As a caseload educator, I have a lot of flexibility in my work with students.I can disregard some of the administrivia that inundates me daily to focus on what matters; the students!
  • Autonomy
  • Autonomy with my curriculum.
  • Broad consensus about the importance of establishing positive student-faculty relationships.
  • Caring people.
Coolidge Corner School
  • Community building
  • Connections with colleagues and students.
  • Despite ups & downs over the years of the feel of community & togetherness as a wholeI have felt extremely supported both personally & professionally by the vast majority of staff. I also feel that when teams get together to discuss individual student issues and profiles, the breadth and wealth of knowledge, and the team’s ability to come up with the student’s profile & strategies always impresses me.
  • Diversity in the student population
  • Diversity of the student/family community.
  • Everything, my team, the teachers I work with, and administration, it is a wonderful school and a great place to work.
  • Flexible students
  • How much all of the staff genuinely care for the students and want to work to support them.
  • I am grateful for the resources(tech, building, etc.) I have to teach students.
  • I feel as though I can approach any of the leaders of the school about any matter.
  • I honestly value those educators that have the students best interest as a priority.There are several educators that collaborate effectively and meaningfully.The talent that many educators bring to this school.
  • I most value time spent with my colleagues to collaborate, plan, and set goals together.
  • I value all of my colleagues who support our diverse student population.
  • I value grade level team collaboration.There is so much strength within staff members and we need to use each other more!
  • I value how student-focused the entire school is, from the paraprofessionals through the administration.The work is solely focused on improving student’s social/emotional wellbeing and academic growth.
  • I value how well the team members work together and constantly collaborate.
  • I value many of my colleagues in their ongoing commitment and expertise in working with students despite unbearable obstacles and challenges under the current leadership situation.
  • I value my colleagues who have a deep commitment to our students and staff.
  • I value my fellow teachers, who support me when the administration does not.
  • I value my relationship with the community.I feel that the relationship I have with the colleagues I work with directly is strong but the relationship with administration is weak.
  • I value the classroom teachers that I am able to collaborate with and the students who I work with each day.
  • I value the close relationships that develop over time which makes my job really easy because I have people I can Count on.
  • I value the COMMITMENT the teacher’s have to try to meet the needs of every student both academically and socially on a daily basis while also trying to meet the never ending demands of State testing, the district, school and ever changing curriculum and ever changing leaders both at Towm Hall and in our school.
  • I value the community
  • I value the dedication and support of my colleagues.
  • I value the diversity of the student population, and the staff’s appreciation of that diversity.
  • I value the hard work of elementary classroom teachers.
  • I value the strong relationships I have with the middle school teachers.
  • I value the student diversity in our school.
  • I value the students the most at this school. They have a great mindset and enjoy learning. Also, I work with amazing colleagues that challenge me everyday
  • I value the work ethic and professionalism of the faculty.
  • I value those who work within my department as I feel there is such a great level of cooperation.
  • k-2 teachers
  • Meaningful and strong friendships that have formed with many staff members
  • Mutual respect and positive relationships with colleagues.
  • My colleagues – they are thoughtful, dedicated and skilled teachers who care deeply about their job and the students.
  • My colleagues.
  • My colleagues. Despite a schedule that allows little to no collaboration, I value their expertise and wish I had time to work with them and discuss student learning. This rarely happens now unless it is on our own time.
  • My coworkers and the families of the students.
  • My grade level team. And Saeed Ola’s work with our grade level.
  • My team and colleagues I work closely with.
  • My teammates
  • Nice community
  • Open attitude to all students and families
  • opportunities to do exciting lessons and teach in ways I believe in
  • Our administration-especially how much work Jen Buller has put into creating a community that values literacy learning.
  • Our students and our staff. I know that’s 2 things. We have such an incredible community of students and teachers. I value the expertise, hard work, and diversity of ideas amongst our staff, and I value the the dynamic, engaging, and diverse groups of students that live and learn inside our classrooms each year.
  • Our teachers work really hard to guarantee that children are successful, that parents know what is going on and that problems children are having are addressed early.
  • Overall, I value the team of teachers that I interact with most often.
  • Overall, it does well for the kids.
  • Paraprofessionals
  • Relationships and collaboration with peers
  • Relationships with other staff members and Administrators.
  • Relationships with staff and students.
  • Sense of commitment
  • Sense of community and openness.
  • Sense of community and support for employees by other employees
  • teachers make themselves readily available to support paras, give feedback, and answer questions
  • The amount of resources we have available to do the things that are valuable for our students.
  • The amount of support given by staff
  • The collaboration between staff
  • The commitment the teachers have to instruction and support of students.
  • The community atmosphere
  • The compassion and care of the staff towards both the students and each other.
  • The different programs that are available to help meet the needs of all students.
  • The diversity of culture
  • the diversity of the children, the opportunity to continue learning from them as they bring new needs and challenges
  • The diversity of the student body.
  • The expertise of my colleagues.
  • The great teachers and wonderful colleagues who are always willing to collaborate. The great access to technology. The positive atmosphere. The good relationships between people and the support of the administrators who work with me.
  • The k-8 structure: that there is a long history of people who know each and every student
  • The kindness and caliber of staff
  • The many opportunities for growth and continuing professional development
  • The new building, the staff’s compassion and tireless work for students.
  • The openness and helpfulness of my colleagues, both toward me and toward all students, not only those in their classes.
  • The professionalism and caliber of instructional staff is quite amazing! As an organization we are not using our resources (time and people) in the best way possible to support the needs of our students.Everyone is working very hard, but very independently. We need leadership to have a clear, meaningful vision and put structures in place to support staff and students in achieving it.
  • The special education teachers and staff support one another, but it doesn’t always feel like there is understanding or support as you go up the chain.
  • The staff and how they support each other
  • The staff with whom I have formed strong relationships and trust
  • The staff, particularly the staff I have worked with for many years.
  • The strong bonds amongst staff and the desire to help all child succeed and achieve their own individual goals.
  • The strong sense of community.
  • The student body.
  • The teachers support and collaboration with one another as well as the grades team support
  • The teachers’ collective experience and the way grade level teams support each other.
  • The thing I most value at this school are my positive relationships with the students and other staff members. The students and staff can be very funny and creative.
  • The time we are given to collaborate with colleagues. Being able to have shared plan time is a great support for all teachers, and especially for newer teachers who benefit greatly from experienced staff members’ knowledge and support.
  • The trust I have established with teachers and specialists who have been at Devo/CCS for eight years or longer.
  • The understanding of the history and diverse backgrounds of the students and faculty
  • The welcoming and professional level of most of the teachers and staff
  • There are extremely dedicated and thoughtful teachers who really want to do what is best for kids. It is inspiring to work with them every day
  • There is a strong community here. We may be struggling right now after years of inconsistency but we are now poised to rebuild upon the foundation that was always there
  • We have a vibrant community, with students from different parts of the world, who speak many different languages and often have a strong sense of identity.
  • We have one administrator who is doing the jobs of 4 people.Without him I would not feel supported or trust in administration.
  • wealth of knowledge from special ed teachers and support staff
  • beautiful new space, time for collaboration, the extra recess and BAS/assessment coverage has proven to be a huge help – THANK YOU!
  • CCS community/population is diverse & welcoming, bringing many backgrounds & experiences that can foster learning
Driscoll School
  • Collaboration
  • Collaboration and opportunities to see staff creating a positive morale
  • Collegial culture
  • Community
  • Diversity
  • Diversity and education opportunity
  • Dr. Suzie Talukdar!
  • Driscoll’s teachers are an incredibly passionate, knowledgable, welcoming, and dedicated staff.
  • Flexibility and trust to teachers in teaching the curriculums.
  • Honesty
  • how respect we all are as a community. how welcoming we are to everyone.
  • I can’t point to one thing at this time.
  • I feel supported to do my best work. I never feel afraid of being shut down for expressing myself or for focusing on what I care about. We have a warm, full of humor, honest, caring group of people who work at Driscoll. Our principal does everything in her power to say hello and goodbye to students and to get out of the office and into everyone’s classrooms each day. This makes a big difference. Our vice principal is kind, open, and he truly cares about each student and faculty member. For this, I am so grateful to be at Driscoll.
  • I love the positive staff community.I feel that the collaboration with my colleagues has helped me become a better teacher.Also,I truly value that our principal stops by and visits my classroom daily to greet the students and ask about what we’re doing.
  • I think the staff is quite close and supportive of each other and we feel we can trust the school administration to have our backs when we need it.
  • I value colleagues and the working relationship that I have with them and my school leaders.
  • I value how well our school leaders treat all staff regardless of position (i.e. lead classroom teacher, paraprofessional, cafeteria staff, custodial staff etc).Our school leaders respect and appreciate each and every staff member.
  • I value our community and willingness to collaborate
  • I value staff relationships and the level of expertise other teachers have around socioemotional needs.
  • I value the culture of collaboration and community that exists among the teaching staff.
  • I value the leadership – I trust that my principal has my back and that I can go to her to help solve tricky problems.
  • I value the loving attitude with which parents approach the school community.For many of them, Driscoll is obviously an extension of their home, and they have great relationships with school staff.
  • I value the open communication that staff and admin have with each other.
  • I value the positive relationships I have with my colleagues and with our principal and VP. I feel that there’s a lot of support and trust at our school.
  • I value the strong collaboration among all staff and administration with regards to meeting the needs of all students and families. In particular, I appreciate teachers’ willingness to incorporate accommodations and social-emotional learning into their classrooms to support students’ ability to access academic instruction.
  • I value the warm and open culture of the administration. I feel that I can speak freely to my principal and vice principal about school related issues.
  • I value you Suzie being honest and open with the staff.
  • Kindness and professionalism among staff
  • Our principal and my colleagues.
  • Our sense of community
  • Positive energy, strong sense of community among staff
  • positive leadership and culture
  • Respectful collaboration
  • Sense of community
  • Sense of community and commitment to teaching students
  • Sense of community and dedicated staff
  • Staff collaboration
  • staff support
  • Supportive leadership
  • Teachers working togther in the best interest of the students
  • Teaching staff, colleagues, Arts Equinox, and Science Solstice. Families also provide a tremendous amount of support.
  • The administrators are open and honest.They tend to answer questions directly.This is a great thing.
  • the amazing staff I get to work with – the mutual respect between staff, the students I work with and the parents I work with – the autonomy I am given –
  • The close-knit relationships among teachers, and the fun “extra” days, like Science Solstice and Arts Equinox, which are so unique to Driscoll School. They truly embody the values of this school.
  • The closeness,comradiere,sincerity of the relationships of the professional staff+the support staff(Custs.//Cafet staff,Secretarys)
  • The collaborative nature of the staff paired with everyone’s willingness to hear new ideas.
  • the community
  • the community and collaboration
  • The diversity of the student body and the collaboration of the staff
  • The friendliness and helpfulness of the staff. The positive presence of the administration.
  • The friendly affect of the principal and vice principal which I believe trickles down to staff
  • The helpfulness of the teaching staff and their willingness to collaborate with each other.
  • The relationships between staff and accessibility of administrators make for a healthy work environment.
  • the sense of community
  • The sense of community we share, the ability to come together to design a new building for ourselves and our students,
  • The sense of community, camaraderie, and school spirit exhibited by my colleagues. They make me feel incredibly welcome and valued.
  • the skilled teachers and support staff
  • The staff
  • The staff and community
  • The students I work for and with, along sidewith the schools goal for pushing equity in education.
  • The supportive close community and teacher collaboration across grade levels is amazing!
  • The teamwork of colleagues
  • The trust and faith school leaders have in teachers.
  • The warm environment created by having a principal who greets every class every day.
  • Time to plan with grade level teachers
  • A sense of camaraderie among the staff, including school leaders
Heath School
  • collaboration among staff
  • collaboration, respect, professionalism
  • Community
  • community
  • Community
  • community
  • Connections with staff and help with my teaching
  • Creative license to teach curriculum and topics that I identify as being important is allowed!
  • everyone has eachother’s back. I never feel targeted.
  • how helpful and supportive the guidance, principal, and other behavioral staff are
  • I feel safe and supported at school by our school leadership: the administrators and my literacy coach.
  • I love our students!
  • I love the community and the fabulous educators I work with.
  • I most value the respect and collaborative relationships established and nurtured between colleagues and administrators at Heath.
  • I trust our principal!
  • I value that most students come to school every day ready to participate and learn.
  • I value the inclusive culture of this school.
  • I value the open and honest conversations the staff has with one other. We are a dedicated and caring group. The more time we have to hear from one another’s experiences and perspectives, the more we grow as educators, and the more our students benefit from these shared insights.
  • I value the relationships and trust that I have built with my colleagues over the past decade.
  • I value the sense of community and I feel like I’m learning every day from staff members and from the curious students as well. I also value the sense of communication from staff members.
  • I value the sense of community between students and faculty. I think that there is at least one adult a student can feel comfortable going to in times of need or stress. I also think that, for the most part, students feel valued as part of the school community.
  • I value the support from other teachers. I feel like I can go to many teachers for help and advice.
  • I value the trust between teachers and administrators. I know that the leaders of our school have my back and will support what I am doing in my classroom. I feel as though the leaders allow me to use my creativity and apply unique approaches in my classroom that will benefit my students. I also value that our leaders encourage our ideas and want to help us roll out new projects and activities for our students.
  • inclusive community; peers who have my back and who, including leadership, value what we do and place importance on self-care. They know what’s important
  • Most of the teachers truly care about the students and their families.
  • My colleagues
  • My colleagues who I work directly with.
  • My relationships and friendships with students and staff.
  • One thing I value most about this school is that there is little interference with my ability to do my job.
  • Other staff.
  • Our collaborative, egalitarian culture and my colleague’s commitment to their students.
  • Positive collaboration
  • Positive interaction between students and staff.
  • Relationships with students and families
  • Sense of community and friendliness
  • Small size, sense of community, opportunities for growth.
  • Support from colleagues.
  • That Heath is a tight knit community, and teachers communicate well with one another.
  • The care of each individual student.
  • The community
  • The day I started working with Heath school i feel like I am at home. Super welcoming. Feel like I am a member of a team.
  • The emphasis placed on student-staff relationships as the foundation for success for students.
  • The hardworking, dedicated teachers, administrators, paraprofessionals, and staff.
  • The inclusion of ALL people.
  • The leadership’s willingness to listen and collaborate on out of the box ideas.
  • The one thing I first noticed about Heath School is the level of open communication amongst administration and staff. The communication appears honest and shows compassion toward students education.
  • The one thing I value the most about my school is my colleagues. I feel like I know a lot of my colleagues well and can collaborate and work with them. People who work at my school are very supportive and helpful.
  • The sense of community and support among the staff and administration.
  • The sense of community that is clear in the school. I have felt welcomed and valued from my first days at the school.
  • The staff and administration are supportive of one another.
  • The trust, respect and inclusiveness everyone has shown me as my first year teaching in the school.
  • The way the school is like a community.
  • This school values all of its students.If a child is struggling, the faculty works hard to figure out how to help them.
  • While I think it is difficult to choose just 1 thing, I am deeply appreciative for the vast variety and quality of resources I have available to me: qualified and passionate staff, meaningful and deep curricular activities, modern and well-kept technological tools.
  • Working on social justice initiatives…I believe it is making a huge impact
  • attitude of growth mindset in learning for both adults and students
  • Autonomy and flexibility
Lawrence School
  • Collaborating with teams, special education staff and other specialists to plan lessons and help address the needs of students.
  • Collaboration and support
  • Collaboration with colleagues, community-building opportunities, belief that most are doing their best, value on trying new things without fear of judgement.
  • Collaboration with other staff members to help students succeed
  • Collaborative, positive spirit seems to be increasing this year (compared to last year).
  • Colleagues are supportive, respectful, and involved in the community.
  • Community and solid leadership
  • Cultural diversity and the tradition of valuing different cultures are the most distinct qualities that define school climate.
  • Flexibility…
  • I appreciate the value on collaboration and working as a team.
  • I believe that teachers at Lawrence are open to ideas and innovation, and their teaching reflects both their experiences and new learning.
  • I feel like the community is very strong and something to value.
  • I most value the current principal.She is clear minded, articulate, highly organized and is meticulous.She has a deep understanding of the district–the goals, the direction, the budget and who to reach out to for support for our school.This all results in a high functioning administration.
  • I most value the things that are done at Lawrence to build the community. Such things are community meeting, buddy classes, Friday breakfasts, LaSoCo…
  • I really appreciate the fellow teachers and their willingness to communicate with other teachers even for specials.
  • I sense that the school is poised for growth.
  • I strongly value the sense of community, especially since Monica has returned.It now feels like a positive place to be and a place that values education and teachers in a collaborative nature.We are an important part of the puzzle.
  • I think our school is headed in the right direction again.Monica has done a wonderful job of gaining the trust of the staff and having us come together again.There is far less gossip and drama among the staff, and the mood from the first day has been lifted.Our teachers continue to do amazing work every day in classrooms.
  • I value being apart of a Wellness Education team. It is really beneficial to my growth and development to learn from two experienced educators and share ideas with them.
  • I value collaboration between colleagues within my grade level team, specialists, and special education staff. I feel like we have a mutual respect for one another’s roles, and work together in a way that is supportive for each other’s growth and ability to collectively meet the needs of our students.
  • I value effective and respectful collaborations among staff and between parents and staff.
  • I value how the administrators (and staff) try to make it a family environment. I feel people genuinely want to know how others are doing and are interested in knowing others outside of school.
  • I value its potential.
  • I value my grade level special education team and support staff. They are collaborative, flexible, resourceful, and we work well as a team.
  • I value our new leadership and their expectations if accountability as well as their efforts to involve staff when making decisions.
  • I value that this school strives to improve itself consistently. The school and the educators within are self reflective and are always trying to learn. The administrators make an effort to remember names and faces.
  • I value the caring and thoughtful staff.Lawrence has always been an extraordinary group of individuals who are supportive and attentive.It feels like a family.
  • I value the collaboration among my colleagues.
  • I value the collaboration, communication support among staff and faculty members.
  • I value the commitment of the staff and leadership in the building to ensuring that students experience joyful learning on a daily basis.
  • I value the competency of my colleagues.
  • I value the opportunities to collaborate with colleagues on your grade level team, across grade levels, and with support staff such as literacy coach, math specialist etc.
  • I value the positive environment among staff, and the focus on helping students develop as creative thinkers and world citizens.
  • I value the professional relationships that I have made at this school; they are mostly collegial, which makes the overall tone of the school feel warm and inviting
  • I value the relationships I have with the students and their diversity.
  • I value the school community as well as the collaboration with the teacher I work with. My opinions and ideas feel valued and heard.
  • I value the sense of community and the willingness of it’s members to help and support eachother.
  • I value the sense that Lawrence truly is a community, a family. I value the amount of caring and support that is demonstrated among staff members, as well as families.
  • I value the strong community and sense of collaboration in this school.
  • I value the strong community.
  • I value the strong leadership provided by our principal, Monica Crowley, for we have learned how extremely important it is to have a capable principal.
  • I value the strong sense of community
  • I value the supportive culture of the parents and families towards the teachers. The parents are actively trying to make the school the best it can be.
  • I value the teachers I work with.
  • I value the team of teachers I work with on a daily, weekly, monthly basis. Everyone is extremely supportive and when there is time for collaboration, I feel my instruction improves because of it. I learn so much from support staff, coaches, specialists, etc. who come in to co-teach or model lessons for me. I only wish we had more time to collaborate with each other!
  • I would describe Lawrence as a family-friendly workplace.School leaders understand that many of us are working hard to balance and fulfill both our work and family obligations and I’ve never been made to feel guilty or discouraged from putting my family first this year if I need to.Quite the opposite actually – I always feel like I’m trusted and treated with compassion and dignity.
  • If I need something, I feel that my administrator’s will make the time to support me.
  • Lawrence has been a place of collaboration, and we are attempting to continue this even as the staff grows beyond easy group sizes for effective communication.
  • My grade level team and our cohesiveness
  • One of the things that I value most at this school is the community. People enjoy the work that we do and do our best to support all of our students.
  • opportunities for staff to interact informally outside of “collaborative time”
  • our perseverance – the last three years have been challenging, and yet, the faculty and parents have remained optimistic and continue to strive to make our school the best that it can be
  • positive and dedicated community
  • Relationships between students and teachers.
  • relationships with staff and parents
  • School community- the relationship between staff, students, parents and administrators.
  • School leadership seems genuinely concerned about addressing issues that may arise, as well as providing teachers the opportunity to voice concerns and have input in any potential decisions that may come down the line.
  • School loyalty
  • The administrators are supportive when there is a child in crisis.We have so many children with very serious needs.
  • The amazing group of educators I get to interact with on a daily basis.
  • The collaborative relationships between staff.The supportive principal who really listens and validates staff.Monica supports both veteran and new teachers and is fair.Her open door policy allows for informal check-ins which often prevent miscommunication and bigger issues.Her personable interactions are appropriate and authentic.An important balance in any school leader.
  • The commitment and collaboration among staff.
  • the community created here at the lawrence school.
  • The community ofteachers and administrators as well as their talent and work ethic.
  • The connection between staff members.
  • The diversecommunity and strive to understand our differences.
  • The diversity
  • The diversity of our student body
  • The effort our current Interim Principal has put forth to improve the overall school climate.
  • The family feel our school has developed over the years. So I’m optimistic about the work environment that we have created here, but the more global issues across the town I’m worried about. ie lack of subs, demands of time, lack of autonomy, etc.
  • The one thing I value most about this school is the professionalism and relationships I have with my colleagues.I know that the teachers, specialists, and staff are of the highest quality and have tremendous expertise so I trust their opinions and support.I also truly appreciate their friendship in times of joy and stress.
  • The people who work here.This is a supportive environment in which people value each other both professionally and personally.Although our staff has gone through a number of challenging years, at the core, the staff remains strong.
  • The positive concern for all children’s well being not just academics.
  • The professional nature of the administration as well as their openness to change and suggestions for improvement.
  • The sense of community and collaboration that we have.
  • The sense of community and family
  • The strong sense of community by admin, teachers, students and parents.
  • The support from fellow teammates. The collaboration from the staff is most important to me.
  • The teachers I work with are the reason I have stayed at this school for so long. The families of my students are also extremely supportive.
  • The thing I value most about Lawrence school is the dedication the staff has to meeting the needs of all students.All students are our students.
  • The trust between and support of staff members
  • The welcoming and helpful staff.
  • Trusted to teach in the way that I think is best, and being given many tools to do so.
  • We have good people here, and this year there is, again, a sense of community.
  • With this year’s administration, I believe our school has renewed and regained trust amongst staff and administration. I value the positive work environment and the support I feel from both my fellow staff members as well as administration.
  • A cohesive and kind staff.
  • A serious commitment to working hard for children.
  • A very strong sense of community, no matter what your position at the school is.
  • ability to do my job well, the trust and respect of the teacher I work directly with, a strong team
  • Caring, supportive colleagues
Lincoln School
  • Community
  • Diverse student population and teachers who are passionate about teaching. Everyone is working toward the common goal of educating every single student to potential.
  • Diversity
  • diversity, collaboration with other teachers
  • Diversity, motivated and capable staff, the way we differentiate and try to meet the needs of all students, parent involvement.
  • diversity! (socio economic, racial, and functioning level)
  • Engaged, excited students. Extremely collaborative relationship among staff.
  • Great and interesting mix of student population
  • I have the freedom to do what I want.Part of this I think is due to the hands-off approach of administration.
  • I love the rich cultural and socioeconomic diversity of our school.
  • I most value the strong sense of community at Lincoln.
  • I think that Lincoln has very hardworking and trusting teachers. There is an overall feeling of positivity and a welcoming environment, where I feel the opposite at some district meetings.
  • I value being able to trust the school leadership.I know they are making decisions in the best interest for both the students and staff.
  • I value collaboration I value what our principal has done to restructure common planning time as well as ELA I value being listened to and efforts made to accomodate
  • I value our school’s climate and culture.Whether or not I agree with all decisions made, I do believe everyone here is working for the best interest of kids and that hasn’t always happened.
  • I value that I can go to my principal and vice principal to get support around an issue or receive guidance.
  • I value the collaborative relationships I have with my colleagues.
  • I value the commitment that my colleagues have to their students. I value the opportunity to shape my instruction to respond to student needs and interests. I value the diversity of backgrounds that the families bring to the community.
  • I value the open communication between staff members and school leaders.
  • I value the sense of community and collaboration between staff members when working with students that have multiple issues.
  • I value the staff that I work with. I feel that they are very supportive and that I can go to them with any questions that I may have. I also feel that staff are always upbeat and excited to be there. This makes the learning environment for students extremely welcoming.
  • I value working with open minded co-workers who creatively and lovingly find ways to support students and celebrate their growth.
  • Its a very nice school that helps kids learn in all different kinds of always & offers lots of support to children.
  • Its a wonderful place to teach.
  • Lincoln is a supportive community of amazing professionals and wonderful students. I feel that my colleagues support me and help me grow and that the administration listens to my ideas and input.
  • My colleagues are extremely generous with their time and always willing to help, talk, collaborate for the good of the students.
  • My immediate team. The fact that there are only two places to enter text comments on this survey, and NONE of them ask for specifics about District level issues makes this survey questionable in it’s usefulness. Unless schools have full autonomy, they will be impacted by district decisions and unable to fully address concerns on a local level. Please fix this survey to better reflect feedback on all levels.
  • My work with less advantaged students from a SES, racial and ethnic perspective
  • One thing that I value most is my supportive and caring colleagues and understanding administration.
  • openness
  • our CPT team time
  • postive enviroment and community for kids and families of different SES levels
  • Relationships with co workers and students
  • Relationships with staff members, students and families.
  • Respect and care for staff and students as individuals
  • Sense of community
  • Sense of community.
  • Student population
  • teacher collaboration
  • Teachers.
  • Teamwork.
  • The collaboration among teaching staff.
  • The collaboration and support that takes place with my colleagues.
  • The collaboration with colleagues.
  • The diverse body of students and their enthusiasm for learning.
  • the diversity
  • The diversity of SES, ethnicity etc. of the population we serve and the unique gifts they each bring.
  • The diversity of socioeconomic is vast which is very unusual and special.I value this the most; however as administration continues to ignore students’ needs, to refuse to put consistent structures for safety in place and to solicit information from very few staff members over and over, the diversity of the families changes.Families who can go to private move on and we do not have the diversity I cherish.
  • The diversity of the student body.
  • The diversity of the student population.
  • The one thing I value most about this school is the ability to be creative in my teaching.
  • The overall sense of community with staff, family, etc.
  • the racial and socio-economic diversity amongst the students
  • The school environment is very welcoming for the students.
  • The students and their passion.It’s all about the students and helping them grow.Seeing the different ways they show their interests and passions is hands down the best part of my job.
  • The students! Their passion for learning and eagerness to try new ideas.
  • The students.
  • The support that all teachers give me.
  • Things are running smoothly.
  • Trust among teachers and a desire to serve students well.
  • Willingness of school staff and administration to initiate difficult conversations/ openness to changing aspects of the school that need to be improved.
  • A culture of inclusiveness is well established.
  • A sense of community
  • All of the staff members (including administrators) are genuine and truly care about each other and the students.
  • Being able to work with the wonderful students and the dedicated teachers willing to learn to improve their thinking around instruction.
Pierce School
  • Collaborating with colleagues, strong and positive principal
  • Collaboration
  • Collaboration amongst MOST faculty and staff and appreciation from MOST of the strengths each person brings to the team.
  • Collaboration with special ed department and classroom teachers
  • Communication among staff
  • Community. Everyone cares about each other. Students are happy here.
  • Consistent efforts towards promoting the value and wellbeing of ALL students/staff members
  • Diversity in the student body.
  • Even though our school continues to grow, I think the sense of community continues to be strong. The students and faculty embrace the diversity and traditions of Pierce School which helps to provide students with a place to “belong.”
  • Faculty/staff relationship
  • Flexibility
  • Hard working, positivity, sense of community within staff and students
  • I am trusting the principal. She is very supportive and always looks from different perspectives in our discussions. Also I value my collaboration with the other math specialists.
  • I deeply value my colleagues and I wish we were truly valued as the professionals that we are.We are constantly being told to do things that contradict; do more more with less, collaborate more with project based learning but implement all of this curriculum we’ve bought in to.I wish the district would set goals and a clear scope and sequence that teachers could then have some freedom to choose implementation.
  • I feel a great sense of community here at Pierce
  • I greatly value Lesley’s willingness to try things out, evaluate results and change course as necessary.That responsive flexibility helps me believe that we can fix our problems!
  • I love how the teachers and early childhood administrators respect, care, and listen to each other.Even if things cannot be changed or improved, I feel supported by other teachers and early childhood admin.
  • I love how well everyone seems to get along. I know this might not actually be how all people feel but I feel as though we are respectful of each other.
  • I most value the community and collaboration. Lesley Ryan-Miller fosters this with her open and honest communication, as well as her encouragement of collaboration. Educators, for the most part, work well together and are comfortable reaching out to each other for ideas, support, and conversation.
  • I value my grade level cohort and our CPT time together.
  • I value our strong, supportive admin team.
  • I value that everyone works together as a team to solve problems.
  • I value that Lesley has a positive attitude and tries to maintain a cheerful and respectful tone in the school.
  • I value the communication from school leaders, particularly the principal.
  • I value the connections I have with my colleagues and the diversity in our school population.I also value our leadership team.
  • I value the flexibility and trust that the administration gives teachers to do their best work. I also value the way that administrators listen to new ideas and suggestions about how to solve issues.
  • I value the freedom I am given with the curriculum to adapt and adjust based on the needs of my class from year to year. Some years I need to spend longer on certain units or address certain skills and strategies in a different way and I am given the flexibility to do that in this district.
  • I value the leadership at the top (mostly Lesley). I believe that she is a compassinate, highly capable leader and she enables the entire school to operare in a positive/ constructive mannor. Lesley makes working at Pierce feel collaborative, important, worthwhile and fun.
  • I value the support from administration and the continued growth in collaboration opportunities with my colleagues.
  • Leadership is respectful towards staff and supports our work.I feel entrusted and valued, which motivates me to do my very best work at all times.
  • Lesley Ryan Miller! Lesley is so supportive of teachers, and she truly values our input and ideas, and a collaborative decision-making model.When I’ve needed support around issues involving parents, I one thousand percent know that Lesley has my back.I appreciate that she give me flexibility around my teaching practice, and trusts that I will make the best decisions for my students.We are so lucky to have her!
  • Lesley Ryan-Miller! Also, this year the addition of Jamie Yadoff has been great. She is taking the time to learn about the grade levels she is working with but also she is making some shifts and changes around the school that, even if I don’t necessarily prefer all of them, are needed. I appreciate her hard work, willingness, and ability to just get things done efficiently! Additionally, I find that the teachers that I work with on the K, 1, and 2 teams are collaborative, hard working, innovative, and current in their practices.
  • Lesley, the Principal.She communicates respect in everything she does and yet is still able to simultaneously support all teachers and hold them all accountable.
  • my colleagues – my colleagues are very supportive and helpful, and always rally around someone in need.I feel that others always make time to help out if they can.
  • My grade-level colleagues
  • My relationships with the people that I directly teach with.
  • My school leaders give me freedom to make decisions about how to teach which helps me best serve my students.It is evident that they trust their teachers to make good decisions.
  • One thing that I value most about our school is a willingness to do whats best for the student. There is definitely a put the student first attitude.
  • Open communication between staff and the admin team.
  • Our principal. The outstanding leadership from our principal has completely changed the feeling in this building for the better over the last two years. The staff is regularly informed about decision-making processes and is given extensive opportunities to provide input before and feedback after decisions are made. When difficult decisions are made that require the flexibility or understanding of some of the parties involved, the reasoning behind those decisions is made clear and the connection to student welfare and growth is always highlighted as our shared primary concern. Teachers are also supported and encouraged to become teacher leaders and share responsibility with administration for planning professional development and the implementation of district- or building-wide initiatives.
  • Our sense of community
  • Pierce Community is has always respected differences and continues to under our present administration.
  • Pierce has a wonderful sense of community – particularly among the staff. Its “open” concept doesn’t seem to just apply to its structure – we seem very collaborative, communicative, and a team with our administration.
  • Pierce has an incredible sense of community and promote a respectful environment.
  • Positive Community and Culture
  • Positive language being used with students
  • Positively from admin, flexibility throughout school, adequate time to complete tasks
  • Principle Miller is an outstanding leader.
  • Relationship between teachers including collaboration
  • Relationships with my colleagues.
  • Relationships!Staff, students, parents.
  • Sense of community and acceptance
  • sense of community and support when needed, but also trust for us to do our jobs well without micromanaging
  • Sense of community and untit
  • Staff dedication to their students and their job.
  • Strong committment to achievement.High accountability.People work very hard!
  • support from administrative team
  • support from principal and vice principals
  • supportive colleagues
  • Teachers are treated as professionals and are trusted to run their classes as they see fit.
  • That the leadership respects our opinions and values our input
  • The ability to be creative, and adjust the curriculum based on my classroom needs.
  • The administration is very supportive of the staff
  • The amount of collaboration that takes place on a daily and weekly basis. The teachers are open to sharing ideas, being observed, and listening or problem solving.
  • The camaraderie
  • The close working relationship between all staff members and their respect for each other as professionals.
  • The community- staff, student and parents.
  • the dedication of the staff to the children
  • The diversity of the children and families.
  • The fact that we achieve some semblance of having a small, private school feel despite being the largest (or 2nd largest) school in the district. Also, we are spunky – we do more with less. When I said I would not recommend this school wholeheartedly to friends looking for a place to send their children, I did so because of our continued growth and space issues…
  • The feeling of community and the leadership
  • The general kindness of the community. Also, students understand and embrace diversity.
  • The open space fosters a strong sense of community and teamwork.
  • The people that I work with and the trust and flexibility that our administrators give us.
  • The people.
  • The resources available to me (both financially and staffing) to support my work
  • The sense of community and collaboration is strong among staff and how well teachers work together to put their students needs first.
  • The staff are very good at what they do and are respectful of each other.Our leadership provides the model for everyone and it works.I feel lucky to havethe opportunity to work with all the people that I do.The kids are pretty cool too!
  • The staff at Pierce work together to create a comfortable and thriving environment for both students and faculty.
  • The staff atmosphere is very welcoming
  • The staff. They are terrific.
  • The strong, positive, trusting relationship I have with our Principal, Lesley.
  • This school has a strong sense of community that encourages learning and relationships.
  • We now have a principal who really cares about students and staff and is working hard to make our school the best it can be.Pierce teachers in general work very, very hard and really care.Together, these two things make Pierce a very good place to work.
  • Whether or not we know each other, every staff member is friendly and warm to one another. I value how it is truly a community throughout the school, K-8, staff and students alike.
  • “Openness”- literally and figuratively- openness of the space, openness of the staff, openness to collaboration
  • A strong sense of community fueled by involved families, excellent teachers, and strong administrators.
Runkle School
  • -The students. -Support through district coaches
  • Collaboration and respect between colleagues
  • Collaboration and support among colleagues and how well staff works together and supports each other.
  • Collaboration with my colleagues.
  • Colleagues
  • communication
  • equal opportunity for all races and backgrounds
  • Every teacher and paraprofessional gives their all
  • Everyone works really hard to give student’s meaningful learning experiences
  • excellent teacher collaboration
  • I enjoy collaborating with my coworkers in a meaningful way and I am able to use my professional judgement and creativity in many ways.
  • I feel there is a strong support network founded on compassion and care. The concern that I’ve witnessed among colleagues for those who’ve had hard times is inspiring.
  • I like how much respect the teachers give the paraprofessionals. I feel like a valued member of our classroom team.
  • I love the relationship and collaboration built between members of my grade level team. It’s invaluable to be able to work so closely together to achieve common goals.
  • I most value relationships/collaboration with colleagues ( including administrators), students, parents.
  • I really value the supportive parent community. Although I’ve only been at Runkle for less than a year, the parents have been incredibly helpful and supportive. It truly feels like a team effort between schools and parents to achieve student success.
  • I value collaborating with my colleagues. There is so much support that is available but not always enough time to use these valuable resources. I feel inspired and energized when we get to work together to improve our practices and share new learning or ideas.
  • I value more than anything the collaborative efforts made by the staff members – teachers, specialists, paras, special ed providers. Even with any other frustrations going on, it seems like at the core, everyone still has the students’ best interests at heart.
  • I value my head teacher for her hard work and constant support when I am not feeling appreciated by the school administrators
  • I value my team teachers and special educators. They are outstanding educators, and are collaborative and supportive of me and each other. I value my department head and team teachers in the district. The question about district leaders should not include department heads as they have a unique role and are doing a wonderful job providing resources, professional development, and guidance.
  • I value that all teachers, regardless of years teaching, work together as equal team players with experiences and ideas to share.
  • I value the collaboration with my colleagues
  • I value the diversity in this school.
  • I value the experience of my colleagues and the ability to know I can ask for support without being judged or criticized; our staff is one that really is dedicated to trying to support all learners and is creative in developing strategies and supports to meet the needs we have in our student population. Again, the experience and willingness to support each other among the staff is something I value.
  • I value the expertise and work ethic of my colleagues.
  • I value the input of my coworkers and opportunities to collaborate across departments.
  • I value the interaction with my colleagues.
  • I value the opportunity I get to do something I love and enjoy doing. I have been able to partner with a lot of families and created meaningful changes for the students I work with.
  • I value the opportunity to work as a team everyday. This team helps create ideas on supporting students, no matter who’s room the student is in.
  • I value the people.We are extremely hard-working and deeply committed to our students.We want what is best for them.
  • I value the relationships I have had with some of my colleagues for the last 8/9 years. These people mean a lot to me.
  • I value the relationships: The caring and knowledgable teaching staff, the positive relationships between staff and parents, and a student body that appears relaxed and happy for the most part.
  • I value the senior staff’s approachability and ability to problem solve with staff-even if they do not work with or teach an individual now-but have in the past.
  • I value the staff at this school the most. They are an incredibly talented, hardworking, experienced and collaborative group of people. I feel that this is often overlooked by administration- in general I feel they do not often respect our professional judgements and experience when making decisions.
  • I value the support from my colleagues. We have a strong school community.
  • Inclusion
  • Most people genuinely like the people they work with.
  • My colleagues
  • My colleagues and my paycheck.
  • My colleagues and the students.
  • My colleagues are wonderful. Extremely dedicated, loyal, and hard-working. They are always willing to collaborate, problem-solve, and lend a helping hand.
  • My colleagues- great working relationships
  • My colleagues.
  • My coworkers and their willingness to work as a team for what is best for the student(s).
  • My grade level team is something that has proven to be a reliable resource that I value greatly.
  • my lead teacher in the rise program
  • my positive relationships with teachers
  • My principal’s investment in her role as an instructional leader – she demonstrates this commitment everyday with staff and students!
  • My relationships with my students’ teams
  • Our principal, who I believe is doing an outstanding job.
  • Positive regard for all students and acceptance of diversity
  • Relationships with colleagues.
  • Relationships with students and colleagues. The strong educational values that are part of the school system of Brookline.
  • Resources that we are given including literacy and math coaches
  • Respect
  • respect to everyone
  • Sense of community
  • Sense of community.
  • Small size – I know almost all the staff, which is a good feeling and it helps accomplish what I want in my teaching.
  • Staff are kind and helpful
  • Starting my fourth year has made my value of theschool decrease tremendously.There is more disrespect for paraprofessionals than seen in previous years! THE RISE TEACHERS ARE ENCOURAGING AND SUPPORTIVE WITH MUCH RESPECT GIVEN TO PARAPROFESSIONALS!
  • Strong relationships with 4th and 5th grade team
  • Strong, committed teaching staff who do their best to meet student needs every day despite the obstacles put forth by the school system.
  • Support from my coworkers and Runkles amazing students.
  • support, importance on equity, relationships with teachers, students, and parents
  • Teachers are supportive of one another.
  • That the faculty trusts each other and support each other greatly.
  • The classroom teachers help us with our students really well.
  • The collaboration among staff
  • The commitment of the leadership.
  • The community between fellow staff and how the parents treat each one of us. The families respect the teachers a lot and it is shown by how much support we get for in class presentations, PTO funding and help, field trips.
  • The community of teachers and related service providers I work with, their shared expertise, respect and value for each other. This is something that has been difficult to maintain over the last few years and I hope that changes can be made so that this community can be properly supported and further developed by administration and district leaders.
  • The dedication of the teachers to providing the best instruction possible for all students each day.
  • The inclusion of special education students into the main stream classroom settings
  • The one thing I value most is collaboration between my grade level staff and specialists/the support we give each other each day.
  • The other teachers
  • The other teachers
  • The other teachers– no matter the hardships we all face due to matters we can’t ourselves control (staffing, poor para pay,) Runkle has phenomenal teachers that strive to do their best every single day which does foster a community.They are supportive of one another and do their best to work together given the resources available.
  • The postivity.
  • The Principal, her great interactions with the students both discipline related and otherwise. The Principal, her listening and communicating skills, as well as her follow up.
  • The relationship I have with the team of educators that I work with on a daily basis – because we share the same goal of doing the best we can to supportour students.
  • The relationships between staff members.
  • The relationships I have developed with my colleagues.
  • The respect I get from the teachers is amazing. The respect I get from administrators is minimal at best.
  • The Rise lead teachers, and their help and knowledge in the classroom
  • The staff
  • The teachers are very supportive of each other.
  • The teachers I work with.
  • The team mentality among coworkers
  • The thing I value most about this school is that the staff feels like a team – everyone works together for the good of the students.
  • There is a lot of collaboration amongst special education and support staff, and this collaboration has a great effect on students and their families.
  • Value relationships between teachers and specialists (both reg. and special ed.)
  • We have amazing access to resources here!
  • children and faculty

What is the one thing you would most like to see changed or improved at this school?

Baker School
  • 1.School based faculty meetings – rather the meetings be curriculum based and about other things that teachers can use in their classrooms.they all seem like “business” that could mostly be done in emails. 2.Equity between expectations of all teachers (ie having to write sub plans, duties numbers, progress reports, etc.) 3.All IEP hours covered from day 1 and students who are level 1 or 2 in EL get the appropriate amount of tie outside the classroom
  • A better system in the cafeteria. It’s so chaotic in there, we need a better way to monitor and control the cafeteria.
  • A better system of addressing student behaviors (restorative practices?).
  • A clear code for behavior so that the message students get is clear and consistent, instead of confusing.
  • Accountability for bad behavior.It does not exist in this school. Administrators have told staff not allowed to send students of color to office.This makes 0 sense.Bad behavior has no color.
  • Accountability!There are no consequences for poor behavior and the kids know this.Many of us are micromanaged and it is insulting!
  • all staff having an equitable amount of duties and prep time
  • As a paraprofessional I still feel as if we are thought of more dismisifly- no matter our credentials or experience. Even though we are actions do not always showcase this.Better quality subs- ones that can and are willing to teach- that don’t rely on the para to do get the pay- very disheartening
  • Assemblies that aim to teach about tolerance and celebrating diversity to all the students at Baker. A school wide assembly will make it is very important. Teachers are given the autonomy to decide what to teach in their classroom. However, the diversity issues is worth as a whole community. Currently, we have Thanksgiving assembly which usually teach students about growth mindset. we also have
  • Being fully staffed and having consistent messages around staffing. It would be helpful to start a year or even a second month of school people to support my students, and not just the ones with safety risks.
  • Better new hire orientation process,better organization and communication.
  • collaboration among educators, e.g. math specialists and special edu. teachers
  • communication and make it a more positive environment
  • Communication from leadership.
  • Communication, Gratitude, A thank you for positive things done, classroom space
  • Discipline and consequences. Detentions for upper grades. Space for students and teachers.
  • Discipline policies, procedures, and training.
  • Discipline, Discipline, Discipline.School Committee has to do a better job with respect to this matter
  • Discipline.
  • Discipline. Currently students are allowed to act inappropriately (unsafe, unkind, disrespectful, etc. ) to both teachers and other students aren’t any consequences. The behaviors are running rampant and causing teachers to feel as though they aren’t supported and students empowered that its acceptable to continue exhibiting the behaviors. Teachers understand the district wants to go towards restorative justice practices but it is not effective in all situations and when ineffective, other discipline strategies should be used .
  • Diversity in student population and staff.
  • End goal: black and latino students feel like this school belongs to them – they feel safe and comfortable, they see themselves reflected, adults.
  • Evaluations / Observations and feedback from administration (I have not been evaluated, observed, or had any meetings scheduled
  • Having adequate staffing and resources to meet the needs of all of our students.
  • I feel that all of admins efforts are put into “bullying investigations” so they are often unavailable for other situations.In my opinion, time making Boston kids feel like they belong that Brookline kids are slighted.
  • I feel that the school is somewhat disjointed and more systematic collaboration could happen.
  • I have students in my class who have been grossly underserved due to a lack of paraprofessionals (either balance or hiring, I do not learning for all students with the support isn’t in place. This is the worst it has every been in my almost two decades of teaching in transparency and communication around this topic has been frustrating. I have never felt more alone in a classroom.
  • I noticed that during assemblies it takes a long time for kids and staff to be quiet, there is often uncalled for behavior during performances, no gradual dismissal plan to ensure safety. If school leaders could encourage staff to use a chosen method for getting the room quiet encouraging everyone to join in that would go a long way to building a respectful audience. Staff have to set the example for the students. dismissed in an organized way, there are less likely to be problems, and teachers would be able to better monitor their students.
  • I think staffing issues continue to be a HUGE challenge.We have still not filled all of the paraprofessional positions.This means that have been without a second adult and learning centers are significantly understaffed.Classroom paras often get pulled with little to teachers who are absent.They are not given a choice about this, and while they are compensated, it really does not seem like enough.paras and it’s unfair to the classroom teachers, who have planned lessons based around the idea that they would have a second adult incredibly frustrating and really impacts the overall sense of happiness among staff members.
  • I think this school needs building subs. Me and other paras are constantly taken out of our classroom to cover someone one else.
  • I wish there was more equity of expectations among elementary teachers, middle school teachers, and specialists. Work load does including duties, parent conferences, sub plans, etc. I also wish that para schedules were consistent for students. It’s hard for para to be in a room only once a week or multiple paras to student. The student is not getting what they need when this is the case. Students need consistent support and to know students and find that it is really hard to meet needs of special education students because of the way it is set up. I also feel like there are not consistent written expectations for behavior in the school. There is a lack of consistency across grade levels. be policies on behavior, homework, reward systems, etc. so that from grade to grade students know what to expect. For example, working snack, some go outside, some have break in class. Some grades have more homework than others. Some grades send home some do not. It just would be helpful to have more consistency for these things.
  • I wish there was more equity of expectations between elementary teachers, middle school teachers, and specialists (i.e. coverage complete progress reports, private school recs, sub plans, lunch/recess duties, etc.)
  • I would like a discipline protocol for the entire school.
  • I would like for there to be better communication from administrators about important things happening in the school.
  • I would like our admin to treat us a professional and trust us to do our job and provide us with support and leadership by setting an hurt them to say good job once in awhile for work we do.
  • I would like to see better communication between administration and staff.
  • I would like to see paraprofessionals gain access to more professional development.
  • I would like to see teachers develop a more positive outlook. It seems that the dynamic between teachers is often more antagonistic
  • I would love to see this positive sense of community and collaboration continue with the new principal that is chosen for Baker School.
  • I’d like to feel like my input about my own schedule is valued and that my time is as valuable as others. I want every employee to feel the other here.
  • It would be great if there was time available for Special Ed staff to work with students to support what is happening in the classroom, goals.
  • More clear and consistent guidelines and protocols in place
  • More concrete ideas about how to teach about diversity
  • More emphasis on social emotional learning across grade levels.
  • more equity in responsibilities/non-student time between upper and lower grade teachers
  • More opportunities for staff in different grades to interact and collaborate
  • More opportunities for support staff like paraprofessionals to meet and collaborate
  • More opportunities for unique, unconventional learning opportunities, blending subjects, integrating subjects.
  • more support for emotionally challenging students, students who are not able to follow class norms and act out regularly
  • More teacher input in making decisions that affect the school environment as a whole.
  • More time for reflection of good practices (critical friends groups etc) Less micromanagement and continuing to try and improve trust
  • More understanding of what specialists do/don’t do
  • Once permanent leadership is established, more transparent dissemination of information.
  • Please do not rely on or take aides from classrooms to be used as subs- please provide from the town.
  • professional development/best practices
  • School admin allowing more input from teachers and then using that input to make decisions for students. Occasionally input is asked used in decision making.
  • SPACE ISSUES. We have extreme space issues. Teachers work in converted closets and locker rooms. The heating system is wildly inefficient. is essential for this school.
  • Staffing ratio per student and the classroom space
  • Staffing! A building sub (or two) would greatly improve the staffing issues at the school. Currently, grade level paras are pulled daily day, sometimes when they are not even needed, and it is a serious disruption to the classroom.
  • Support with challenging students
  • the evaluation process is unecccessary
  • The hiring process and treatment of paraprofessionals.Classroom paras are pulled all the time, it is not something that happens at are pulled without warning and without much flexibility.Additionally, I have a student who hasn’t had a para all year because of the up at Town Hall.We either need a building sub, or we need a way to see which other adults might be available in the school (outside and 30 min lunch) who could help for IEP meetings, teachers who are out, etc.It is not fair that some teachers who are 1.0 FTE have everyone else and not available to help with coverage when needed.We need classroom paras (and special education paras) to be to stay within their assigned position.It is also ridiculous that they aren’t paid sub pay when a sub is sent who is clearly not competent classroom themselves.Either don’t let that person keep subbing, or pay our paras fairly.The situation with the paraprofessionals contributes unhappiness within the building.
  • The one thing I would most like to see changed at this school is the lack of a clear policy around student behavior. Many students act during the school day and there does not appear to be any effective consequences for their behavior. This in turn makes the school very chaotic and unorganized at times.
  • There are some inconsistencies in routines and procedures across the grade levels and I’d like to have those smoothed out
  • Transparency
  • Treatment of paraprofessionals
  • understanding of special ed’s roles/responsibilities within the school
  • upgrade the classrooms in the kindergarten wing
  • We added a fourth core value this school year, yet there is no connection or much perceived effort to connect- not amongst peers, administrators.
  • We need a place for teachers to congregate in a relaxed manner – ie: a teacher lounge
  • We need an Admin Team that is inspirational, bright, communicative, appreciative and visionary. We have had a decade of low morale, and fear and frustration from the faculty and staff. Many, myself included, would like to be asked what we need to make teaching as possible, rather than being told from Town Hall what they think is best for our school.
  • We need two or more building subs to prevent classroom aides from being pulled from their assigned duties
  • Well-staffed special education support in classrooms (paras remain to be hired well into the year) and a schedule/support staff that revolve around the middle school schedule.
  • Working with grade level teams to look at protocols and behavior discipline. We need to be consistent and need to identify levels of steps/ follow through.Teachers feel unsupported and we spend a lot of time trying to figure out the appropriate next steps.
BEEP

 

Beacon

  • clear communication and more frequent CCM’s
  • Communication.
  • I feel that having an extra staff member always on location for an extra pair of hands or dealing with situations that are not taking rest of the class. It would be nice to have a secretary , or nurse there more.
  • I wish supervision staff were more present.
  • Included and valued in PSB as whole
  • Paid opportunities for paras to do professional development

Coolidge Corner

  • For hourly employees, time sheets should be easily accessible beginning Monday mornings and collection receptical available and Friday mornings. It does not feel professional or respectful to have to ask for time sheets. Nor does it feel professional or respectful to be asked to turn staff rather than returning them to the appropriate place on our own.
  • I would like to continue to help make BEEP part of the Coolidge Corner School community
  • I would like to see BEEP recognized more throughout the school site. I would like BEEP to be given more opportunities to use all the
  • More opportunities to be involved with the whole school (ccs)
  • Space concerns at the sites

Driscoll

  • Updated and improved facilities

Heath

  • I would the school department will recognize, value and support BEEP more.
  • more diversity
  • More time for planning and collaboration

Lynch

  • At the Lynch Center, I wish that there was a better culture amongst staff. This would include improvements in communication and as sharing space and materials.
  • better communication with all of the teachers that I work with in the building
  • Communication
  • Communication with all teachers and boss’.
  • Consistency throughout all classrooms and teachers.
  • Environment/building deficits
  • Facilities updated
  • Group composition and size
  • I know it’s an ongoing issue…and it will take time..but the working conditions…the physical buildings are in such disrepair….and the embarrassing
  • I think better communication and always be improved.
  • I woukd like communication to be improved, for everyone to always be aware of what is going on
  • I’d like to have at least one meeting with the other paraprofessionals to exchange ideas and experiences; we can learn from each other.
  • More direct communication from school administration
  • Negative attitudes – many teachers seem overwhelmed, complain often.
  • School is not cleaned or disinfected effectively, I believe leading to the spread of germs among students and staff.
  • The actual building is very old, dirty, and is in dire need of updating.
  • The building- it is in very poor condition, has not been truly updated in over 20years.The cleanliness of the bathrooms is awful and many spaces is concerning.
  • The physical conditions of the building are not ok. Speech therapy office is a small closet. There is one bathroom for staff.
  • The school facility and janitorial duties.The school building needs tremendous updates (frequent leaks/mold) and our facility is rarely the staff and student bathrooms are never cleaned).
  • Would like more training opportunities for ALL paras regardless of number of hours worked

Putterham

  • Building security: 1) Additional security for entering Putterham building, active shooter training. 2)Move PSB classrooms out of religious buildings. i.e. Temples
  • Communication
  • Facilities.
  • Facility challenges- travel between sites, icy walkways, limited parking, limited communication across sites, broken heat/bathrooms,
  • It would be great if there was time for the teachers and paras to collaborate. Right now, most Fridays the teachers have a meeting
  • Maintenance of access walkways surrounding building during winter months
  • Maintenance, providing cleaning supplies
  • More opportunities for classroom staff to meet.
  • More time for classroom teams to be together without students. Flexibility with staff scheduling as long as all hours (and/or more) by staff.
  • More transparent communication (at both school and district levels)
  • One thing that could be changed is the building location or the playground. Both are outdated and old, but I understand this is not improvement.
  • Planning time with paras.
  • Since BEEP is split between so many sites it is a challenge to have a consistent sense of connection with the school as a whole.Short one building it would be hard to improve on this, but I do see it as an ongoing challenge of collaboration across sites.
  • The building that we work in is awful. One of theboilers in our classroom continues to blow out cool or room temperature air.The hallways bathrooms are freezing. We finally have all of the toilets working in the staff bathroom after 2 months of using 1 toilet. We have to door open & the exterior door at the bottom of the steps had major air gaps around it. The building is down right cold. The childrenâ€and disgusting. Would you want to sit on a discolored toilet seat? The cleaning crew recently changed & I have to wonder if the classroom getting cleaned. I would never send my child to school in this building now that I know what it is like to work in this building, Temple since Dick, the temple maintenance man, died the outside sidewalks done get cleared off. I know of 3 staff that have fallen on the on Puddingstone & the sidewalks are a disgrace. We also need to have a crossing guard at the intersection of south & independence. way too many incidents that could have been major incidents because of the drivers. Do something before someone, be it staff, a BEEP member, or my kid gets hurt at the intersection.
  • The building we are in needs a lot of work. There are many days when some of the classrooms are without heat for many hours. For had broken sinks and/or toilets. Parents have complained about the condition of the toilet seats and some of the children refuse to they look so dirty.
  • The children’s bathroom. Replacing toilet seats.
  • The conditions of the actual building need major improvements. The bathrooms are in bad shape; the sinks leak, the toilet seats are looking. The heat and hot water are “not working” quite a bit. With young, medically fragile students, I do not understand how it can honestly. Also, the sidewalks are not salted and cleared in the snow. For example, yesterday and today, it is a sheet of ice down the except for the entrance area. I had to hold onto the fence when walking in, so I would not fall. It is concerning because so many families in this neighborhood. Also, the intersection out front, at South and Independence is extremely dangerous. Student’s, Parents and Teachers by cars all the time. This is something I have been putting in my survey for the past three years at least. I’m sure I’m not the only person There should be a crossing guard there. Many, many students walk alone from this area down to the Baker School each morning. I everyday. I drove by Beacon yesterday and the sidewalks were completely cleared over there. I think this is a temple issue. It was like last year as well. It’s unacceptable and completely unsafe.
  • The facility. The building is poorly maintained
  • The physical environment is not very clean, and there are often issues with heat, leaky ceilings, and bathrooms/toilets/plumbing, which a timely manner.
  • The physical environment needs updating and fixing.
  • The physical structure needs serious upgrading.
  • There is little to no support for children with behavioral issues at this site.We have several children with severe emotional and behavior not being addressed.The education of the other children is suffering because of this and administrators are not addressing it.

Runkle

  • I would love to see us be more included in Runkle School performances that are age appropriate, library time, etc., as these are future students.
  • It would be great if the BEEP program could be included more in all school activities or Kindergarten/First Grade activities at Runkle
Brookline High School
  • * Succinct emails from Admin. If you would like to read more:The number one change I would request would be more direct communication from administration and clear emails.Anthony and Jenee both regularly write missives that are filled with musings and wonderings and lengthy explanations divergences.It is so difficult to follow, to figure out what is important, to absorb and digest.I am committed to reading everything they up too much of my time and most frustratingly often takes MULTIPLE READS in order for me to figure out what the communication is intended in the spirit of better communication actually serves to aliente and obfuscate.I find it disheartening, disrespectful and at maddening.Keep it short, direct and simple.If there is too much information to keep it brief, dedicate a faculty meeting to it.Please!sentences linked to further reading material for those interested would be ideal.
  • 4+1 for special education teacher.
  • 5 ≠4 + 1. Inequitable teaching load among teachers.
  • Amuch more diverse teaching staff
  • A direct addressing if hallway culture with students and no headphones
  • Addressing of socio economic concerns
  • administrators need to act as disciplinarians more: students feel empowered to use the swear words in the building (F word, N word), wear headphones, etc.
  • Be less data driven
  • better professional development opportunities, ones that help deepen understanding in my discipline. Bring back Teachers As Scholars.
  • Caseload educators in the district have WAY too many students at the expense of boutique course offerings.No student should be academic courses until there is 5 for all who want them.The district needs a complete schedule overhaul; forget hiring any more admin someone to look at scheduling k-12!
  • Clarification on homework policy surrounding religious holidays
  • CLASS SIZES – the quality has suffered tremendously
  • Clear decision-making about OLS and leadership around what is best for the school
  • Clear school org chart with names and (if possible) faces as well as responsibilities.With such a large school, it would help us as staff resources for students.
  • Clearer messaging surrounding FLTs and how decisions made in various groups are moved forward into action plans
  • Clearer understanding of budget from Town Hall.
  • collaboration within staff and opportunities for innovation within the school
  • Communicating things better to different departments and programs.
  • Communication
  • Communication among departments
  • Communication and efficiency….
  • Communication and follow through. Multiple conversations occurred around potential schedules, and it was my understanding that whole, unified around a far different version than the one that was selected moving forward.
  • Communication and follow-through
  • Communication and training re: technology!Too much is left to the kids and teachers to figure out.It would be so helpful to have workshops all the workings of Canvas in September.We can’t assume that all kids can figure this out.I often find that students are unaware of of Canvas as the year rolls along.It would also be helpful to have trainings for staff re: Canvas as well as any new initiative such as paperscorer.busy – and it would be great to have much more training to facilitate our use of the technology.In addition, it’s not very helpful to have site!Finally, the rollout of new computers was very time-consuming and confusing for many teachers this year.One solution might computers brought to BHS – with IT staff offering a variety of dates for computer pick-up and training.Instead, staff had to go off-site computer and figure out many of the tech issues over the phone, over email or with other colleagues.I’m hoping that we can find ways and students better re: technology.
  • Communication between staff
  • communication of key decisions
  • Communication.Lately it feels like the staff doesn’t know what’s going on (in a timely matter) and do not know how decisions are made have any say in those decisions)
  • consequences for the kids
  • Consistency
  • Efficiency of the office
  • Either really ask for teacher’s opinions and make it very important, or don’t and just make decisions. Continually asking our opinion seeming to care or creating a good way to get feedback makes it a waste of our time. We realize decisions just need to be made sometimes especially).
  • equitable access to electives for all students
  • equity for ALL- not just one sub group- it appears we have to be LGBQT correct 1000% of the time big push past few years – only pushBUT negated the non whites, disabled.
  • Equity in scheduling for all teachers and students in terms of learning opportunities and a variety of modes for showing what you know.
  • Everyone should give less homework.
  • First, I would like more open-ended opportunities for district leaders to hear from the educators on the ground.There should be a for other comments about other issues (or a place for open comments after each question).On surveys, the questions you ask define so the meaningfulness of the date is necessarily limited. Second, I worry tremendously that the ongoing trend of top-down initiatives will continue to make it harder for me to do my job well.high school we have been somewhat shielded, but I know elementary teachers are straining under the pressure – and my own job pressure-filled each year. I graduated from BHS, and it was an amazing district.I worry that we are losing our amazingness. Of course there should be standards accountability.But not at the cost of creativity, flexibility, responsiveness, and dignity – for teachers and students. What will keep Brookline an amazing school systemis the when teachers are valued, allowed to use our professional judgement, allowed flexibly and creatively to all the various needs of the children in front of us, and given enough time and space to do ourjobs.
  • Folks taking responsibility and accountability for how they address or don’t address issues of race/racism in the class and school
  • Follow through on discipline
  • For leaders to stop declaring how great BHS is. We need to work on our elitist attitude and start doing meaningful work in our areas
  • Get rid of Toxic people like XXXXXXXXX [district staff member]!!!!! She is Mean and also says one thing then changes her mind, way too often. She doesn’t or staff, but rather punishes them!! Very disrespectful, and NEVER RETURNS EMAIL!!!! Even to Curriculum Coordinators!!!!!! Really caustic!
  • Give ALL teachers power in decision making; not just the chosen few.
  • Grade inflation
  • Having the administration in my department support us and believe in our professional opinions since we work with the students on and they do not.
  • Higher pay for Para’s 🙂
  • Honesty about is expected of the staff.
  • Honors is actually standard and standard is a remedial class.This needs to be redesigned.
  • I am very concerned about the cohort travel plans for OLS
  • I can’t limit this to just one thing. 1) I would like to see the school take concrete steps to change the “college rat race” culture. Too many students are taking far too classes, which is leading to overly stressed students. The corollary to this is that students are less likely to take elective classes — classes discover a passion — because they are taking multiple science classes or language classes, etc. 2) The electives need far more support for special education students who are placed in our classes. Having a paraprofessional with enough; the paraprofessional also needs to understand the content of the course and be able to assist the student with learning it. be more support for teachers as special education students often require the creation of new materials and specialized approaches the curriculum. 3) Efforts to address racial equity issues — while certainly laudable — often result in creating equity issues elsewhere. Specifically, programs AALSP and Tutorial effectively take up these students’ elective block. So in an attempt at address “core” academic issues, these students little access to elective classes — classes and subjects where they may be most successful.
  • I do not feel we have a clear or meaningful mission that is uniting us and motivating us to teach our students 21st century skills and diverse word.We could and should come together around social justice.I feel frustrated by the inertia and self-congratulation I too around me …We could be and do so much better for our students and this community.
  • I don’t think teachers need to be observed so many times in a quarter.
  • I often feel there is a conflict between the desire for students to be well-rounded and healthy (mental and physical) and the pressure getting into certain schools. And the pressure does feel about grades and not about the actual quality or integrity of the learning.
  • I would like different departments to collaborate more often.
  • I would like district leadership to commit the financial resources necessary for the school to make a smooth transition to OLS.
  • I would like for my opinion as a professional be taken seriously by the administration I work with.
  • I would like more shared responsibility for equity in the school.
  • I would like to see more communication from the district level pertaining to changes at BHS for next year (9th grade campus).
  • I would like to see more frequent talk and plans of action in regards to racial equity and the achievement gap for students.
  • I would like to see more time for teachers to do what they need to do. Students have protected holidays in which they can’t be assigned I regularly am expected to work over my breaks/holidays. This expectation comes from how deadlines are scheduled (Ex: only 2 working around end-of-quarter grades, or progress reports).
  • I would like to see our school take actions to reduce student stress and to shift the student population’s mindset on grades/resume. rethinking the daily schedule and the pace of our classes.
  • I would like to see that people care about all students – that is underachieving students as well as average and motivated students. deleveling would dilute the personal attention that all of our students now get from us. It’s difficult to have this conversation at
  • I would like to see the school really address issues of student stress not by adhering band-aids, but by changing the culture of what returning to the teaching of the whole student.
  • I would like to see the school vision to be relayed more clearly and in a timely fashion. OLS/9th grade campus and new schedule seem prioritized in the past and they seem to be addressing it this school year, at the last minute.
  • I would like to see us get rid of AP classes. We are just supporting the College Board business and teaching to tests.
  • I’d like to see a firm commitment to keeping class size 20-24 for honors and AP, and 18 for standard and unleveled.The teacher-student important, and should be the #1 priority of the district.
  • Improvement of resources for students with special needs and disabilities.
  • IMproving communication with parents is not the same thing as giving a few of them louder voices.
  • Leadership focus on instructional excellence.
  • Leadership needs to be more transparent !
  • Major decision process (hirings, schedule, old lincoln structures) should be made earlier and not at the last minute and should include
  • More accountability. Students are given freedom but not held very accountable for their actions and they don’t expect it when their them accountable.
  • More common spaces for students to hang out.More fully scheduled seniors.Many seniors have as many as 2 free blocks (not including
  • More even workload between general education and special education educators.
  • More interventions for General Ed. students.
  • More of a willingness to change with the times, online learning opportunities, etc.
  • More opportunities and growth for creative and innovative courses.
  • More opportunities to get to know people outside of my department (work in mixed small groups)
  • More respect and support for staff of color
  • More staff of color; retain staff of color.
  • More support from administrators for teachers.
  • More time dedicated to consults between general education staff and service providers for students on IEPs.
  • More time for collaboration
  • More time to prepare authentic lessons and digging more deeply into teaching all students.
  • More training and preparation for paraprofessionals working with students in the different special education programs.
  • More updates to the school buildings
  • Need to continue working stronger relationships with students, families and more interdepartamental collaborative work
  • Never enough time to do our jobs as well as we would like to
  • open minded changes in procedures instructional practices that are current and relevant to evidence based, scope and sequence, common practices, data based decision making and such. Tools and practices that are current to our industry.
  • Our flexible nature is a strength for teaching and learning but a weakness with regards to big picture planning. The OLS timeline has concerning all year, as we were behind in September and have only fallen further back. With hard deadlines, decisions need to be everyone has had a chance to get their say. We can make anything work for two years, but the delay in knowing what that “thing” held up a lot of trickle down decisions.
  • Our standard level classrooms suffer at the expense of strong honors and AP classes. The leveling, combined with students’ focus on as well as a not-well-supported co-teaching model (and a rotating door for special education administrators), has contributed to honors-standard level classes.
  • Paraprofessionals valued and respected for their work, not talked down to or be made to feel inferior. A living wage would be a nice respect for us, our jobs, and in turn, our students. I can’t do my job as well when I am not respected, valued or heard, and when I am working multiple other jobs to make ends meet. I have continued to answer some of the “teacher only” questions below, because when teachers step out, these issues are important to me, and my opinion should be valued.
  • parking
  • parking
  • Professional development opportunities that are highly engaging
  • Programs started as well as an initiativefor students with disabilities
  • space for and recognition of diverse opinions on challenging topics
  • Specialized Special Ed Programs should get a little leeway during PD days to use at least part of the day for program development and work as a cohesive unit and the broad, general types of PD sometimes feel like time could be better spent improving the classroom actually work. Paraprofessionals should ESPECIALLY have a specialized PD that really truly relates to their job. I overhear them expecting not be useful to them, and they often feel like their time is being wasted. They could really use more training surrounding working disabilities, as they do not get this type of training prior to beginning at BHS. Also disabilities should be added to the identity curriculum!
  • Staff involvement in leadership.
  • Structured interdepartmental collaboration and coordination within grade levels.
  • Support for teachers by administrators
  • The best way to “own all our students” may actually be to create smaller, manageable communities.It’s impossible to know, teach, with, and “own” 2500 kids and it’s just going to get bigger.
  • The class sizes are unmanageable for me.26 kids with 6 of them on IEPs, plus plenty of them who are struggling and not on IEPs– it’s challenging.I’d also like to have less screen-time as an expected part of my job.We know so much about how unhealthy it is to be sedentary on screens, and we are quick to criticize this in younger generations, but I personally have hours of work to do on my computer every feels like we are always plugged in, and I think Canvas has made this worse.
  • The conversation regarding identity is so important but ability (or disability) has not been a part of the discussion.At times it can feel disabilities are not “owned by everyone”, which is a stated goal of the school/administration.
  • The future schedule. I’m not a complete fan of what is being proposed.
  • The lack of focus on students of color who are struggling.We talk about the program but there are few actions behind the talk.
  • The physical building which is happening.
  • The school needs more staff to work directly with students, common areas need more staff supervision.
  • The special Ed department is being led by people who do not have an inclusive mindset.They want the school to “own all students” that are too disruptive or deviate too far from the norm to be acknowledged and accepted by the greater bhs community.
  • The tension between achieving high academic standards and providing individualized compassionate care for all students at a large dedicated teachers (not all teachers) have to work very hard to meet both these goals – harder every year it seems when you Include admin work that get added every year. It often just feels like too much and that its just impossible to do a good job with all the that get added. I love the basic commitment to academic excellence and student relationships, and that’s why I want to work at something has to give somewhere else for it to be a tenable job, and instead it’s the opposite – more and more layers of admin impossible to be the best teacher I can be without being overworked and stressed out.
  • There are a number of things that make it difficult to focus on the teaching: email communications, Canvas, reports for and after meetings. are supposed to make things easier but they add an entire layer that acutally makes it more difficult. There’s a great Atwul Gawande New Yorker about doctor burnout from the amount of digital paperwork and record keeping. That kind of creep is seeping into teaching
  • There is a lack of communication and/or follow through. The school repeats the same information in different ways, and takes to long information out. It is often reinventing the wheel and redoing ideas or suggestions that have already been real. Beyond the job creep real.
  • There is room to grow in the staff’s attitudes and efficacy with regard to students of color and students from challenged socio-economic The school and district are making admirable efforts in this regard – and they should continue giving their full attention to this crucial
  • This is a bit challenging to describe, but I’ll try my best. When thinking about of what constitutes a school community (staff, students, families/caregivers, community-based providers/resources interact with BHS), one area where I think we suffer is the discordant relationships between our school “family” and family outside to say that family shouldn’t be involved with high school; quite the opposite (if they choose)! But there are quite a few notable times are often brow-beaten and, quite frankly, bullied by families (and their “advocates”), especially when communication seems breached. deserves the protections and respect accorded to them, but that also includes our BHS family. We spend a significant amount of time talking about the culture of school that we wish to create here at BHS. But the reality is, I believe needs to extend beyond our building walls. There are extremely passionate educators here who end up in horribly acrimonious situations recourse or protection, just as there are families and students who are not provided the same recourse or protection. We need to and look beyond “a school and its stakeholders (a term I abhor)” to creating the “optimal learning community” in which we cooperate of moneyed, and angry, families venting and projecting grievances that may be partially rooted in truth, but often fails to tease out trees.”
  • This is a suggestion about communication.Nearly every administrator is from a humanities background and likes to write. This makes receive lots of communication that is way too long to glean the important details. I often open an email from the Headmaster or Dean feel overwhelmed by the amount that is written for a weekly (sometimes 2X per week) communication. My concrete suggestion is are more than 2 short paragraphs should be summarized with bullets and a longer version is attached in the email for those seeking and why certain decisions are made. I do really appreciate that these long messages are an attempt at transparency, but in the weekly times when I don’t actually want to know the how and why and just need to know the “important stuff”.I would like everyone to have choose to know the more detailed explanation.I think this would really improve communication with the staff! I also want to note write these emails are awesome and great writers- no offense is meant by making this suggestion!
  • Time set aside in the regular day for meeting with individual student and parents (including IEP meetings)
  • To actually see administration be more proactive in addressing students behaviors, especially by being seen in the hallways.
  • To have more teachers engage in common practices to build positive relationships with students.
  • Transparency and improved communication from Town Hall
  • Upgrading recycling; especially teaching students and others to stop throwing containers of potable water into the trash with such
  • Vision and leadership from the top. Too much grass roots left hand not knowing what the right hand does.Leadership should LISTEN input from its staff.
  • We do not have a good sense of community amongst the adults. At the beginning of the year, a teacher from another dept said to new here!” I’ve been here for over 4 years, and yet there are still many, many teachers whom I do not know and who do not know good culture of collegiality here.
  • We need a strong leader.
  • We’re slow to innovate in ways that feel important to meeting the needs of all students.
  • With regards to PD, it feels like we keep bringing up questions and maybe, sometimes, start to scratch the surface of topics (specifically and then time is up before we really get into it and I’ve never left feeling like I have a new tool or strategy I can use.
  • Would lide to see paraprofessionals being encouraged by a reasonable salary
Coolidge Corner School
  • – Reorganization of administrators (one Principal/3 VPs) – Limit new curriculum incentives – The schedule. In its current form, it does not meet the needs of an elementary student or an elementary teacher – Increased trust between administrators and
  • 1. The pay for paraprofessionals 2. Listening to the advice that staff give
  • A clear division of labor (grade-level assignments) between all of the principals and vice principals
  • A lot of ideas and plans get tossed around without a ton of follow-up. I’d also like to see administrator get more support from the district filling sub/para positions.
  • a schedule that is developmentally appropriate
  • A systematic approach to how things are run.This goes from very important and large components (CST process or use of faculty meeting something as basic as consistent rules for recess (and follow-through for students who break them).Currently it feels like we’re figuring go along and there aren’t specific guidelines that support a clear vision. Not only is each teacher left to do his/her own thing, but each own decisions on how to implement district-wide initiatives, use staff and support students.This creates inequities across buildings school — impacting the fragile learning of our students. I would like clarity, consistency and follow-through from district and building leaders. Please be decisive, choose 3 high-leverage objectives for ALL of us to focus on (for multiple years, not just 1-2) and be consistent/supportive us to meet those objectives. Thank you so much for the opportunity to share my thoughts.
  • Ability to be vulnerable and open up our practices to one another, the administrators, the district
  • Align the curriculum to make it realistic for us to teach in one academic year and align it with the progress reports!
  • As a school, we have so many resources that other districts nearby don’t have access to. How can we find creative ways to partner our district that just aren’t as fortunate as we are in Brookline.
  • Becoming more efficient and effective
  • Building community- it can sometimes feel that grades and departments operate separately
  • Building security
  • Building security – managing the high volume of parents and visitors during the school day.
  • CCS needs has become a broken and disconnected community internally (very low staff morale under current leadership) and needs are in the search for new leadership, we need new/fresh, strong, and experienced leadership who will help rebuild and stabilize our team atmosphere & positive school culture where all feel valued & respected.
  • Clearly stated meeting times and topics for paraprofessionals
  • collaboration; overall mood/friendliness
  • Communication
  • Communication and follow through
  • Consistency and trust in our administration.
  • Consistent, effective leadership. Out of the four current administrators, only Saeed Ola seems to communicate, respect, collaborate, teachers on a consistent basis.
  • Continuity of leadership
  • District wide – improvements in advancement.
  • For school leaders to have the same regard for specialists and related service providers as they do classroom teachers.
  • have a more positive staff morale/community feel, there are numerous curriculum demands that make it difficult to feel you are doing way possible for students, schedule is a challenge for lower grades, recess feels unsafe with so many students out all at once
  • Having staff shed negativity towards school leadership.No matter what is done, some staff are never pleased and do not recognize progress and spread that negativity towards others.
  • How school-wide initiative could be differentiated at different grade levels to be developmentally appropriate. I.e. Should initiatives the same way for middle school students and kindergarten students?
  • I think that the level of trust between staff and admin needs to change.
  • I think the school hours should go back to 8:10am
  • I think the school needs inspiration, a motivating force that unites teachers for a common cause.I would also like to see greater collaboration with those that have been in Brookline for a long time.
  • I wish there was more communication and collaboration K-8.I think having joint projects with students might facilitate this.
  • I wouldlike there to better organization. I also think it would be important for staff members to stop comparing jobs/duties to each that we all do valuable work.
  • I would like more school-wide systems in place that help us to go forward with new ideas.I would like to see fewer “coaches” and more teachers and special educators.
  • I would like there to be an overall sense of consistency among administrators which would also then set the tone for students.Right there is no structure and/or boundaries set for students.For example, students are skipping class and wandering the halls, and there any follow through from administrators to indicate for students that this is unacceptable.
  • I would like to be new leadership in the school. I feel that the current administration that deal with lower Coolidge Corner School needs
  • I would like to feel safer asking admin for problem resolution when it comes to parents who might be difficult.
  • I would like to see a successful, respectful partnership between families and the school (respectful of teacher’s time, expertise, professional etc.)
  • I would like to see more appreciation for paras because we put in so much work and sometimes I feel as though it isn’t sometimes
  • I would like to see more courageous/ uncomfortable conversations take place as we target specific issues.
  • I would like to see more effective communication/ clear expectations within the school.
  • I would like to see more follow through with administration. Paraprofessional monthly meetings often don’t feel extremely useful paraprofessional, I often don’t feel like my opinion is valued or wanted when school decisions are being made.
  • I would like to see more opportunities for inter-grade collaboration
  • I would like to see more teacher & especially PARA input in the IEP meetings and evaluation process. They are the front lines with these really know them well – they should have more opportunity to work with the IEP/504 teams, more input, and more training in the strategies recommended.
  • I would like to see more transparent communication and follow through from administration, especially follow-through. Often administrators they will address a problem or take some action, and then it never happens. Or, administrators say that there needs to be another committee in order to resolve a problem, and then this meeting never happens.
  • I would like to see new leadership.
  • I would like to see some professional development.We have not had any (from the school or from my curriculum coordinator, as I
  • I’d like people to appreciate all the good that they have here in Brookline. From PTO’s, to parent support, to admin who cares, to solid and much more that teachers in other districts stress and worry about every day.
  • Improve collaboration and feelings of trust between staff and school principal.
  • Improved leadership that focuses on collaboration and high quality instruction.
  • Increase the number of Math specialist to equal the number of reading specialists. Improve the process of creating the schedule. Making it more clear what each administrators role is, so that it is clear who we should write to for different issues.
  • Increased educator diversity
  • It seems disorganized at times.
  • It would be great to see educators held more accountable for their job.Also to see more positive relationship building amongst all
  • Leadership
  • Leadership
  • Leadership who listens and trusts are expertise and knows how to communicates and follows through
  • More communication
  • More consistent direction and leadership on school and district wide behavior and classroom management procedures.
  • More consistent positive feedback for teachers.
  • More extracurricular opportunities for students with niche interests.
  • more opportunities for paras to meet together and share info about successes, concerns, and insights
  • More respect for paraprofessionals… instead of hourly bodies
  • More than anything, I would like to see the school have strong consistent leadership.I believe this is our 5th year under the leadership principals. Before that, we had a principal who left before two full years, under scandalous circumstances.Before that, we had an interim instability and inconsistency has taken its toll.We need a very strong, experienced leader who can understand our pained history, acknowledge has taken, and harness our collective strength to help us move forward.
  • Our school is in a state of transition, still. We have just moved back into the beautiful new space. I don’t know what I would most like but here are top 3: – as a school, I find, that students of color are often represent less that 1/4 of the classroom population. When discussing issues of brown students are very much in the minority, and often singled out when discussing issues of race (not outwardly, but in an early this can happen despite our best efforts not make sure students are feeling included, an not “othered.”). I think we can do better when placement, to make sure students of color are represented in higher numbers per classroom, and I think we can do more to collaborate make sure that all of our students of color (whether in Metco or not) have the support of a cohort or affinity group. As a staff, we could around talking about race with students – including a variety of developmental approaches/activities that help to empower our students – I think the district can improve in its vision for early childhood. We do not teach our content areas in isolation. Anybody who has wellknows that powerful teaching integrates all content areas, and allows significant time for play that is connected to our learning. should reflect long blocks of integrated learning time, and also need to reflect time for snack, playground, lunch, and transition times K is not like the rest of the school, and a computer generated schedule is not going to work for us. Our schedule this year was awful understanding for how a high quality Kindergarten should be run. Grade level teachers need to meet and collaborate district wide for PD) so we can find ways to integrate our teaching time together. Lunch should be later in the day for K. We should go outside twice administration has been helpful, and they look to our professional judgement, but I fear that if we lump K in with the rest of the school, developmental needs of the kids will not be met, and this, of course, can lead to negative behaviors, and bad feelings about school happen in Kindergarten.
  • overall culture between staff
  • Overall happiness/feelings of positivity toward CCS and administration.
  • Real discussions and trainings for teachers and staff on race and ethnicity and how to address our own implicit biases.
  • Respect
  • Respect for teachers by administrators.
  • Restructure of how administration is used. Delegate tasks. Less curriculum demands so we can teach at a pace that is appropriate for our students.
  • Schedules reflecting need in elementary, balanced academics with breaks in between throughout the day instead of back to back.
  • Scheduling
  • Scheduling to meet the developmental needs of young children,.
  • School schedules – schedules should acknowledge transition times Delegation of tasks to non-classroom teachers-classroom teachers have more responsibilities Better use of training/ release time Less time on release days More reasonable expectations Specialists supporting the classroom with push-in
  • Staff being more positive and acting like a team, we are all here for the children.
  • staff culture-not always needing to focus on the negative and find something to complain about. We have lots of positive things going be built upon.
  • Staff needs to be more flexible and administration needs to support staff more, particularly with parents.
  • Taking ideas into consideration.
  • Team building
  • that we have leadership who create and enforce rules and consequences for children and staff
  • The can be times when communication is not clear or delayed from admin to staff
  • The lack of communication and respect between administration and many of the (non-teaching) staff members.
  • The leadership. The lack of understanding of the impact of the schedule and the challenges classroom teachers face is growing. Over tenure here there is less and less in class support provided and more adults who in no way serve students and it seems a waste of The special ed model has moved from one of inclusion and push in support from sped teachers to a pullout model with in class support by paras. this model is creating more gaps than filling them. Decrease curriculum so I can teach what I teach well.
  • The morale, particularly of the younger grades
  • The schedule – It was changed this year with little input from the staff.We have significantly less time to collaborate with our team kids is shorter than it looks on paper because transition times were not factored into the schedule.There is also no longer time for classes or social emotion learning.
  • The sense of community and comradery among staff.
  • The treatment of paras by students.
  • There is always a feeling of tension when interacting with some administrators. It can be difficult to know how they will react to certain should be people we can go to with problems, but there is a lack of trust that a) they will be helpful b) that they will follow through respectful of teachers who are having legitimate struggles.
  • There is no consistency with discipline with students. We need a flow chart or something to follow so there is clear expectations that and if those expectations are not followed these are the consequences.
  • This school needs a principal that can handle the demands of a large school, who listens to his or her staff and then follows through, what they say they will do, and has the ability to plan ahead.We do not have that.At all.
  • Training
  • We have been in limbo too long. I would like to see a permanent principal named as well as a permanent school name.
  • We need clear leadership–a clear vision for the school, who to go to for specific problems, what consequences exist for certain student
  • We need competent, kind and respectful leadership in this building.We need a principal who knows how to hire good people, support and developing teachers, delegate responsibility and have a deep understanding of teaching and learning and working with a diverse students and families.We need a strong principal leader who will have strong vice-principal leadership.
  • Would like to see more fellow staff members putting forth positive energy and supporting one another and our leadership.
Driscoll School
  • A clear discipline system
  • Adequate spacing for special ed
  • Administration to Staff communication
  • As class sizes continually increase, without additional support for teachers and students, stress levels rise, and students’ receipt of and access to additional support diminishes…
  • Behavior management, need for school wide consequences, true support for students with dangerous and disruptive behavior. It cannot only be the job of the classroom teacher.
  • Better control of hallway/schoolwide behavior with consequences.
  • better pay for paraprofessionals and being able to lead a class when lead teacher is out and having the substitute be the helper for classroom
  • Class size and aide training
  • Clear behavior expectations and appropriate consequences at the middle school
  • communication in a more timely fashion
  • Communication with all (staff and students) and follow through with students
  • Consequences for behavior. There have not been true consequences for poor or unexpected behavior for years and the students know behavior has declined over the the years.
  • Consequences for unexpected behavior should be more consistent.
  • Consistent expectations for student behavior.
  • Consistent student behavioral expectations
  • disicpline procedures behavior rubric
  • Diversity among educators
  • Drop off and pick up procedures! Visitors in the building!
  • Higher expectations on students behavior and more clear procedure on misbehavior.
  • Holding students accountable
  • How to help the kids with very disruptive behaviors.Their impact is tremendous on the class functioning and many teachers in the how to get the help that is needed immediately.
  • How we work with students of color who are not succeeding in this environment –
  • I believe that the both the k-5 level and 6-8 middle school level are severely lacking in policies around discipline and student accountability. “Student Support” system is largely unreliable and ineffective.We have no clear cut, manageable policies around middle school discipline.middle school students are widely disrespectful and my ability to deliver instruction has been severely impeded. Consequences for are inconsistent. Follow through on disciplinary measures is also inconsistent. The level of disrespect that middle schoolers exhibit basis is like none I have seen in my 25 year teaching career.We need an effective code of conduct. Our code of conduct has been in 2 years.We have been told that the hold up is the document needing to be approved by the school committee and central admin.I principal and VP can not execute and implement our own code of conduct.Why can’t our school simply write our own discipline policy? suggestion I have is that we have more FTE’s so our VP is essentially only in charge of middle school discipline.As it is now, our VP is with administrative responsibilities that there is not enough time left over to devote to disciplinary issues (of which there are many
  • I feel like we have not made any progress with developing pedagogy and coherence with academic expectations and content. I would done on the learning in addition to the social climate.
  • I would like the needs of middle school students and staff addressed more directly. I could elaborate endlessly on what this means, to several basic points: hiring at the administrative level (we need another VP and more guidance staff); a clearer/more comprehensive behavior+expectations plan which is appropriate for grades 6-8 and outlines clear consequences for bullying and harassment; more and larger classrooms for middle school students; and, overall, a culture that promotes student independence while holding students standards of respect (for both staff and their peers).
  • I would like to be able to collaborate more with my subject and grade-level colleagues on curriculum and lesson plans.I think this would have more time in the school day to do this, but also the development of a culture that values this type of interaction amongst staff.
  • I would like to see better student behavior overall.
  • I would like to see consistent discipline/behavior management throughout the school
  • I would like to see curriculum streamlined or combined into project-based learning work to make room for more social/emotional interpersonal problem solving, and social issue exploration.
  • I would like to see either PBIS or other behavior system implemented and followed.
  • I would like to see more support coming from the special education department.
  • I would like to see there be a more consistent and effective system for dealing with problematic behavior in the school. I would like supports around this.
  • I would love to see and be apart of developing expectations and professional developments centered around “co-teaching” . There from general educators when it comes to teaching in the inclusion setting. I don’t know if the push is back is due to a lack to exposure training with this skill, but intervention is desperately needed. Just to name a few areas of concern. – Special Educators need “special permission” to see/ or borrow the teacher edition of text materials – Lesson plans are not provided for Special Educators – Special Educators and General Ed teacher need to time to collaborate so that co – teaching is possible
  • I’d love to see students of color with more of a feeling of at home and belonging at Driscoll, particularly the kids in the MetCo program. many things we are doing as a school to work on this, but I think there is still a ways to go.
  • Improved middle school dynamics
  • improved, clear behavioral expectations and guidelines
  • Kids and families to be more respectful towards school staff.
  • Less need for parents to advocate for their socioeconomic needs.
  • Less testing for children (i.e. BAS)
  • More collaboration among all staff. I feel that it would build morale and when we come together we an better each other with new opinions
  • More collaboration between staff working with the same students who have IEP or behavior plans.
  • more one to ones for the students that need the support
  • more time to collaborate and communicate around individual students
  • Most of the problems- maybe all of the problems – that exist at our school are because we don’t have enough faculty to do what is another vice principal, we need another guidance counselor, we need a lot more tier 2 support and we need more time to collaborate students who have greater needs. The school population has doubled but the amount of qualified adults to support students has stayed been reduced. Brookline cut its ties with the Learning Teaching Collaborative at Simmons and Wheelock. That was not wise.We have,the old woman who lives in the shoe… – we have too many chrome books but not enough adults. This means that students don’t get need and deserve and teachers don’t either. How can they when our administration staff are pulled in endless directions- so many sWhat makes a school great is when students and faculty feel supported. This can’t happen if you don’t have enough people working attention. I know we need more space in our schools, but the number 1 priority should be how we wrap around our students so they
  • One of the things that would be very valuable would be to find some ways to incorporate more time in the 7th and 8th grade schedules emotional learning or to find ways to incorporate this learning into the classroom routine structure. For example, it would be great restorative justice practices into the daily lesson structure to help build student-staff relationships more comprehensively.
  • Over the years, our school population has grown and yet our support staff has not increased.I think we need more tier 2 support staff and/or for pull-out services.
  • -Respect for rules and boundaries between staff/parents and staff/students –Proper support for students with disabilities/teachers working with those students. -More staff for proper coverage
  • Schedule to allow for supplemental instruction
  • Scheduling
  • Smaller class sizes
  • streamlined discipline consequences
  • student behavior and respect towards staff
  • Student behavior in the middle school needs to be be addressed. Consequences to rude behavior, inappropriate language and not direction need to be addressed.
  • Student behavior,discipline.
  • Student support consistency
  • That parent expectations are clearly delivered and they are held accountable. A safer drop off and pick up procedure
  • That the school leaders have more time to evaluate me, and follow through on the whole evaluation process, (which has not happened and a half).
  • The lack of discipline and negative culture in the middleschool could use improvement.
  • The math support we receive is inequitable as compared to literacy support. Students do not currently receive tier two support for literacy support is received five days a week for those who need it.
  • the nurses clinic, expanded.
  • Time to collaborate. We talk about it a lot but it is not worked into our schedule.
  • Trying supporting stungling students who do not have special education services.
  • We need more math support.We have one teacher for K-5 and it is inequitable compared to the level of literacy support.We are constantly provide quality tier 2 support because we are understaffed.It is infuriating.
Heath School
  • Administrators seem to make almost no effort to come into classrooms. They are seemingly oblivious and indifferent to what I teach
  • Administrators spending more time in my classroom.
  • Break down some of the interracial disruptive behaviors.
  • communication and usefulness of faculty meetings
  • Continue our energetic path to address inequities.
  • Continue to become more of a trauma sensitive/trauma informed school. Teachers and staff would benefit from more PD around practical make classrooms more trauma sensitive. Would also like to see students outside and active more.
  • Find a better balance between the needs of an individual student who is having challenges and the entire class.When a student is frequently disruptive to a class get that student the help they need but also be aware and take into decision making the fact that those disruptions of the 24 students and their ability to feel safe and learn.
  • For all staff to be better versed in supporting students with emotional and behavioral needs in order to help these students shift their more positive view about themselves and their world.
  • For the amount of work we do without a break except to eat lunch, it would be great if paraprofessionals could feel more respected There a distinction between staff and para that make us the underdogs in the education system. I would want to see more equality. many years experience teaching as the teachers. In that why we should be more team teaching and sharing responsibilities of recess
  • fully implement the literacy collaborative to eradicate inequities among staff and students
  • I think our school needs a sense of direction. I am not sure I am clear on what the goals are for my school or where we are going with we all work well individually on what we need to do, but there is no collective sense of what we are doing. We need more decision-direction.
  • I would like climate of the hallways to change. Kids are running, yelling, and overall pretty disrespectful of the learning that is happening
  • I would like the middle school lockers to get fixed so the bags and belongings are not strewn around the hallway-creating a sense of collaboration time for teachers, and a stronger purpose for Workshop time. Sufficient space is also a concern as the student body grows.
  • I would like to see administrators more consistently visible in my classroom.
  • I would like to see an improved connection between elementary and middle school. I often feel like we are just two schools stuck in We should make this connection more meaningful: through community activities, preparation in the transition between, communication about whole school expectations.
  • I would like to see XXXXX communicate his beliefs about teaching and learning and his vision and hopes for the future of Heath.
  • I would like to see more opportunities for students to work with people/other students who are different from them (i.e. races, cultures, gender, etc.) through community service and/or guest speakers, etc.
  • I would like to see more support in WL classrooms; in other content areas there is a para provided and not in WL;
  • I would like to see parent be required to sign in the office with the expectation that a classroom teacher will get buzzed from the office down rather than have parents come up and disrupt the flow of the day for other students. They should not be roaming the hallways.
  • I would like us to deal more directly and deeply with issues of race and racism.
  • I’d like to see an advisory program reinstated for the middle school.
  • I’d like to see moral improved.
  • I’d like to see more efforts that contribute to a sustainable planet (more green initiatives).
  • I’d like to see more professional learning opportunities for continued growth and continued practical skill training.
  • I’m not sure that this is the place for this comment, but I feel like BAS testing should be reevaluated.Testing so early in the year sets tension between students, teachers and families.
  • Inclusiveness (in terms of race, learning profiles, etc.)
  • It would be good for the middle school to have an organizational system which is consistent throughout each of the classes.
  • less belief that everyone cover the entire curriculum/ not covering things a mile wide and ince deep.Also – we need more understanding disabilites and how to best help them
  • Less focus on data and data-driven instruction. More focus on USEFUL professional development that will directly impact my students’ TOMORROW!
  • Less reliance on Paras and newer staff to do all the unpleasant jobs.Previous principal/vice principals shared duties among all staff higher and lunch duty in particular less rowdy.We are underpaid and it then reinforces the belief we aren’t worth being respected.
  • Less testing. Less data based instruction where the data is biased and not useful.
  • More african american Teachers and more education about black history other than the normal Martin Luther King and Harriet Tubman.
  • more direct contact with some students
  • More direct feedback from admin about what their expectations are for rules for teachers to follow.ex: hallway, clothing, students
  • More feedback on performance.
  • More general education support for students who are struggling emotionally.
  • more staffing
  • More time to collaborate with school leaders in order to gain useful feedback to improve my instruction.
  • New initiatives seem to fizzle out, so it would be good if there was more follow through on the part of administration, which may need accountability for the staff.
  • Parents and students entering building through lower level doors only.
  • physical appearance
  • Schedule restrictions
  • Teacher cliques.There is some negative social stuff that can make being at work hard.
  • The atmosphere at lunch in the cafeteria with the students. Too loud/crowded, so I feel that that could be one issue that should be
  • The faces of our leaders in our classroom more.
  • There doesn’t seem to be a well organized approach to managing student behavior that is out of the norm.
  • Time for teachers to meet with colleagues/specialists without sacrificing prep or lunch time.
  • Visibility in the classroom by school leaders, pedagogical feedback from leaders, grooming for leadership roles, effective dispute resolution, expectations stated.
Lawrence School
  • A clear, SUSTAINABLE procedure for how to handle students who are struggling (emotionally, socially, physically, mentally, etc.), with (not from our personal time) for staff to know how to handle difficult situations.
  • A more comprehensive orientation.
  • A more fluid CST process, or easier ways to access support for our students.
  • Although we already have some opportunities to collaborate, it would be great if we have even more time to do so — maybe add collaboration some of our faculty meetings.
  • An enforced and consistent policy in addressing behavior issues in the student population.Consequences are important !
  • Being a specialist I often feel so unattached from the rest of the school. It is very hard/impossible for me to attend CPT meetings or about important topics in the school.
  • Better communication from administration to students about rules and expectations (e.g. what is the school hat policy?) Students to do one thing or another based on the lack of clarity as it applies to some rules/expectations but if it is communicated clearly via Community Meeting, perhaps those little issues that get bigger over the course of the year will stay little.
  • Better idea of chain of discipline.
  • Building a deeper understanding for typical students about students w disabilities to reduce unkind behavior for these students
  • Clear and consistent responses and follow through regarding behavior management.It feels as though we are constantly reinventing comes to responding to students and that there is no cohesion between our school administrators and and teachers when it comes challenging behaviors.
  • Communication between all staff members.
  • Communication to paraprofessionals can be improved. I feel like sometimes things are talked about at a staff meeting that are not communicated to paras.
  • Communication, especially when it comes to difficult cases that are going on around the school.
  • communication.
  • Communication. I sometimes feel that new procedures are enacted and I don’t know the details or who to ask.
  • Community.
  • Discipline is the main thing I’d like to see changed/improved at this school.
  • For students to be treated equitably
  • Give teachers time to teach! There are too many PD sessions and meetings.
  • Greater transparency around informing faculty and staff of mid-year changes in staffing.
  • How the school handles students who chronically misbehave. The way certain students take over administration and their classes 
  • How to preserve the best of a small school caring community feeling while growing into being a large,constantly changing school.
  • how we manage time. I’m interested in really looking at a totally different way of scheduling the day.
  • I am concerned about issues around parents. I am noticing, over the more than a decade that I’ve been in this district, that some parents the school and sometimes believe that we are trying to impede upon their child’s right to learn and be safe. It is almost impossible families that believe we are out to get them. I am concerned that (usually) high SES families are able to bully the district into getting even if it is not in the best interest of the child.
  • I am hoping that the continuity of school leadership will lead to consistency of rules and procedures. I think with this change our students accountable for their actions and behaviors. This could hopefully lead to a more positive culture and respectful staff/student interactions.
  • I am struggling with a few students who have significant behavioral and learning challenges. I am looking for more consistent support how to work more effectively with these students, so that both the individual and the cohort can be more successful.
  • I don’t think that we have found the correct discipline procedures yet. The plans that we have been putting in place this year focus long term behavior, and while that’s great, it puts a lot of extra work on staff while allowing some students to completely disrupt the a daily basis. It seems the needs of some of the challenging students trump the rights of other students to learn in a safe environment.
  • I feel that as a paraprofessional the communication between administration and staff is getting better, so it is improving.I also think respect from teachers and the administration for my role as a para is increasing.
  • I feel there is very little meaningful collaboration within grade level teams as well as between grade levels.
  • I like to see more communication and involvement between staff. Whether it is meetings about school policy or actively participating however serious.
  • I often feel as though my talents are not used. I understand this is very difficult to do, but I believe that paraprofessionals should have classrooms they are placed. This would allow us to better help the students in a specific area.
  • I think that it is improving but communication to the paras can continue to improve as well as support when there are children with
  • I think that some of the students are quite disrespectful.I think we need a behavior code that means something to even our most difficult
  • I think the school needs to work on the relationships with families for parents/caregivers to understand their responsibility in the development growth of their child socially and academically and emotionally. I also think disciplinary actions vary between students and some students are punished more harshly than others when their actions are similar or more extreme. I also believe our school needs to establish more of a balance of parents roles in the school and what control parents have over certain school, etc.
  • I think we are at a crossroads with scheduling; we need to think outside of the box and use time in different ways.
  • I want to see a more coordinated, holistic approach to students who struggle academically, behaviorally, or socially, with supports time, rather than put in place reactively.
  • I will like to see an increase in Metco support.Our Metco Liaison is here 2 days a week, but I think an increase in time here would be beneficial.
  • I wish that for individually difficult students, there would be more support in classrooms. A lot of times they just say “call the office” someone from the office comes, not a lot gets done.
  • I would hope that some solution can be found for helping students with emotional/behavioral challenges.I know that efforts are definitely but I see the negative effects in classroom climate and on individual students who cannot access the curriculum in the way they should enormous distractions.I also see school-based administrators spending an inordinate amount of time dealing with these issues.We either directly from district-level folks, or in the form of more behavior specialists in the school.We also need more parent outreach them with parenting.
  • I would like our school faculty to become better at taking on adaptive challenges, mostly around the gaps in performance between students, and between economically advantaged and disadvantaged students.Specifically, I would like to see our ability to name difficult don’t think there are easy fixes to these challenges, so the change I would like to see most is simply keeping the practice of naming room much more routine.I think that’s a first step.
  • I would like teachers, especially classroom teachers, to be valued and for their decisions to be respected commensurate with their
  • I would like there to be more consistency and follow-through with initiatives related to discipline.
  • I would like to have the second adults in all the first grade classrooms be provided by paraprofessionals rather than interns, since there classrooms district-wide that still have interns, this would only streamline the equity of all first graders in Brookline.It is unfair that faced with the uncertainty of a different (and not guaranteed) second adult who does not necessarily have the training or professionalism support Brookline’s youngest students.
  • I would like to see a more clear description of what a paraprofessionals job is.
  • I would like to see an consistent, effective response plan for students who exhibit disruptive behavior issues.
  • I would like to see an improvement in the school culture.
  • I would like to see more connectivity and social interaction between elementary and middle school teachers.
  • I would like to see more consistency among the middle staff with expectations and consequences.I would also love to make sure there future schedules that allow for fun, joy and aspects of choice for both teachers and learners.We used to have some really amazing collaborative learning experiences that were supported by a less packed schedule. Now teachers have so much on their plates that are often stopped or discontinued due to time/schedule restrictions and I feel as if the students (and the teachers) a missing these experiences. Teachers need additional PD around the new “rewired brains” we are seeing.The learners we have today are so very different than ago.The brain/neuroscience is important for us to understand so we can look at instruction and learning from more informed lense.
  • I would like to see more consistency in curriculum. One way to do this is to create curriculum maps.
  • I would like to see more fluidity and cohesion within our school schedule. It would be helpful to have co-teaching classrooms in which teacher, Special Educator (or para), and EL teacher (or para) in order for staff to collectively meet the highly diverse needs of all students Students who receive services often face many disruptions throughout their day, which causes their educational experiences to be who have students on IEPs, 504s, ELLs, and attending LLI experience many disruptions in the GenEd classroom, which makes it challenging lessons cohesively. There is not time for students who miss instruction to catch up. It would also be helpful to have a daily school period towards community building and social emotional learning beyond a morning meeting.
  • I would like to see more professional development based on topics that pertain more to the students I work with.
  • I would like to see more programs and work in classrooms to help bring more awareness regarding students with disabilities.
  • I would like to see paraprofessionals treated as professionals. At the district level, this would involve being paid a living wage. At the would love to see more frequent professional development opportunities for paraprofessionals. This could include workshops to better curriculum we are expected to use with students, formal observations, and the development of SMART goals. I know that many paras teachers- the district should invest in the knowledge, skill, and talent pool they have in paraprofessionals in an effort to keep this talent
  • I would like to see the healing continue at our school. I would also like to see the respect for paraprofessionals that is exhibited by extend to the rest of the staff as well. I often feel as though only some staff members value and respect paraprofessionals and the
  • I would love more professional development opportunities on how to support student with social emotional needs.
  • I would love to see more time allocated for teachers to learn from each others’ practice.
  • I’d like to see more being done about acceptance and understanding of students with disabilities, both visible and invisible.
  • I’d like to see more district and administrative support in difficult conversations between parents and staff, such as letting parents trying their best to support all students, acknowledging the work that staff have put in, communicating that staff are professional and acknowledging the limitations (e.g. limited time and other barriers).
  • Inclusion model staffed appropriately.
  • Less job creep – specialists administering BAS testing at the expense of instruction time, having to serve on lunch/recess duty at the instruction time. Hiring specific personnel to do these things instead – literacy aids/literacy paraprofessionalsto do BAS testing (Newton Public Schools monitors to cover lunch/recess duties (Newton Public Schools does this).
  • Less time talking about disciple and managing systems and more time learning with peers on best practices in the classroom w.r.t.
  • Level of respect that students afford staff could be improved. I don’t know how to do that across the school, but I feel like I get more like when I ask kids to do very basic school-appropriate things. Lunch time is a prime time for this–kids seem to treat staff differently than when they see staff in their usual position. Since there’s no where else to put this: I have never been asked to evaluate my curriculum coordinator who has poor communication has not consistently provided evaluation feedback. When will this type of survey be given specific to department heads/ curriculum Thanks.
  • More administrative presence in the classroom, both from building administration and district administration. This was very strong the year from building admin and, with the year in full swing and many priorities and supports that our building admin is required been a bit less of a presence. This is to be expected, but I think students truly benefit from seeing and building relationships with their administration. In terms of district personnel, I think the more they can be in classrooms, see first-hand what our teachers and students day, and forming relationships with teachers will make for a more thoughtful and respectful relationship between teachers and district It will also create a safer space for conversation between teachers and district administration.
  • More attention to student’s well-being including increased support, increased discipline (both clear and enforced boundaries), and opportunities to express individuality.
  • more autonomy for teachers to teach in a developmentally appropriate way
  • More flexibility overall especially around scheduling and understanding that sometimes plans change or need to be changed to meet needs.Not feeling criticized because of a change I’ve made to my own schedule to meet the needs of my class.Leaders giving feedback teacher and making that teacher feel singled out but if it’s a comment that includes a whole Team, then everyone else should be included teacher will feel isolated and picked on.
  • More open planning time–because of staffing levels and scheduling, teachers and support staff have no real time to meet outside
  • More time to discuss behavior issues and real examples of what to do about specific kinds of things. More consistency in this area.
  • Our school needs a consistent, structured social-emotional curriculum across all grade levels to be proactive when dealing with behaviors, dynamic and emotions.
  • Pay for paras NEEDS to be raised. They don’t make enough to live.
  • reasonable expectations among staff made transparent and clearly communicated
  • Relationship between METCO students and the school as a whole. Less antagonistic and negative towards the students and more supportive.
  • Remove stress from children’s school life
  • Respect for the hard work that teachers put in for their students
  • Safety and Security – We need more training and tighter controls on parents coming into the school at all hours of the day. Strollers allowed in the hallways – fire hazard.
  • Safety!!
  • Scheduling and space issues.
  • Scheduling that better supports student learning.
  • Teacher equity.Some teachers on our team do so much and others do very little. Some teachers also have more prep time even though time. Some of this is due to experience but a lot of it is not. It feels like no one notices this; that the endless hours a few of us put into opportunities for our kids to thrive and foster their social-emotional health (in addition to academics) goes unnoticed, or rather, it’s few of us are doing a disproportional amount of the work.I guess what I’m trying to say is it would be wonderful to be on a team where work is divided more evenly.I’m not sure how to accomplish this though.
  • Teachers need to be allowed to teach.They shouldn’t be held to one format and one format alone (particularly when much research one format is flawed).
  • The communication with and inclusion of staff members who are not teachers could be improved. For example, paraprofessionals be added to the Lawrence email chain. (I forget what this is called)
  • The disciplinary approach
  • The lunch and recess transition and how teachers are assigned to lunch duty.This year the teachers signed up for times that were possible cover lunch duty and no other adjustments or suggestions were asked beyond that.Some times lunch duty has too many teachers are not enough for the amount of students that are in the cafeteria.I would suggest a closer look at the lunch duty schedule and ask input on how well or not well it is going.
  • The parents need more perimeters and guidelines for becoming involved, but respecting the school’s message and rules, etc.More about curriculum for us to give parents.We have to create our own resources to educate parents about our methods and curriculum.
  • The schedule is difficult.I’m glad there is a group that is going to work on it because it is a massive undertaking.
  • There should be more classes, assembly’s pertaining to culture. Specifically African American.
  • We need to build (and strengthen) a tool kit to meet the needs of students with mental health issues and behavior issues.We also our paraprofessional staff so that they are given a more visible role in our classrooms and can possibly help assist us with the aforementioned health and behavior issues.
  • We need to establish a macro-level vision. We also need to clarify/create rules with accountability.
Lincoln School
  • A clear math curriculum
  • A major upgrade in the staff and student bathrooms.
  • Allow paraprofessionals to be assigned to one or two classrooms at most in order to build a better working relationship with the students assigned to supported in the classroom.
  • Communication and follow through.
  • Discipline.Students are not held accountable.There are no consequences.Students are losing respect for staff.
  • diversity among teachers
  • Even better teacher/student interaction in Middle School
  • higher expectations for student behavior
  • I don’t feel like staff meetings are ever a good use of my time. Most things stated could be discussed in e-mail and half the time they me. Feels like I could be learning something more productive and/or using the time for prep.
  • I struggle working in an environment when many staff are not invested in finding ways to support children, or who cannot think flexibly encountered at school.
  • I think the improvements I’m hoping to see are related to the district and the way it listens to school staff.
  • I want the administration to “own” the students, staff and building.The administration does not take responsibility for the problems the building of students.The lack of ownership means they do not have relationships with the students or staff.They are not visible unaware of problems with families, students the building facilities.When a staff presents a concern, the emails are ignored or the conversation under the rug without any follow up.The administration does not take ownership for the building looking dirty and pathetically kept.they took ownership, they would be fighting for the necessary people to be getting that work done. The lack of support for teachers to grow at a rapid pace.Most problems are thrown on the shoulders of the staff and teachers with very little regard for burn out or success.Teachers are not given the desperate support they need and as a result the morale has dropped drastically and directly impacts administration took ownership of the school, they would be aware and address these problems.The staff is doing the job of administration.
  • I want to see more presence of administration around the school on a daily basis so that the students can learn to show more respect
  • I wish that as a district we moved to a a two hour faculty meeting once a month. I think that would allow us to go deeper into good development work.
  • I would like school leaders to stop facilitating an environment in which teachers feel inclined to bend to parents of means and influence of students without such means. If school leaders believe in devoting more resources to those in need in the name of equity, I would communicate this vision clearly to all staff.
  • I would like the administration to make leadership choices that will support teachers and bring the whole school together.Some of thinking about what is working/not working in the school like the stairs that are half painted and have tape covering them or the bathrooms and not having toilet paper.Other decisions may be larger ideas that I would like administration to be leaders in and take a stand, showing platform towards improvement on issues like building community and evacuation plans.
  • I would like there to be more careful planning and consideration of how to structure scheduling/classes for students who have disabilities.
  • I would like to see a stricter discipline, and dress code. Kids are running in hallways, wearing hats, wearing what I feel is inappropriate are told there is nothing we can do about it.
  • I would like to see better communication around long-term subs for teachers who go out on leave. It’s nice to know who’s new in the
  • I would like to see better staffing for middle school special education in order to fully support all of our students who require support IEPs.Scheduling and staffing issues need to be addressed.
  • I would like to see the sense of community among the staff improve at this school.
  • I would like to see the staff at the school more closely mirror the diversity in our student population.
  • I’d like to see communication improved – emails answered, concerns addressed, feedback, etc. THERE WERE NO QUESTIONS REGARDING TOWN HALL – WHAT ARE ALL THE PEOPLE DOING THERE?WE NEVER SEE THEM?THEY KEEP AND NOTHING – NOT ONE EMAIL, NOT ONE INITIATIVE.YET WE’RE IN A BUDGET FREEZE – THERE IS NO NEED FOR SO MANY SENIOR THIS NEEDS TO BE ADDRESSED.
  • I’d like to see more opportunities for students to interact K-8. I feel that this would help improve our school community as a whole
  • If I had to pick something, I think I would like more PD opportunities offered.
  • important issues addressed in a proactive, consistent and meaningful way with input from students and staff in a way that builds relationships
  • Improved sense of community
  • Improved systems for middle school special education.
  • It feels to me like there’s a deep sense of disconnection between the administration and the staff, administration and the students, and the families. Our administrators are friendly and personally lovely people. But time and again they seem unaware of or unconcerned and small in the school, and solving those issues typically falls on the teachers. Some of those issues may not seem like immediate like the chaotic dismissals, a neglected physical plant (painting left unfinished in hallways, uncovered outlets, furniture blocking hallways), recess and gym spaces – and they may not seem like things that are intuitively the job of an administrator to solve. But the fact that not to notice how those small problems build up to detract from the overall school culture or to take any interest in getting personally solving them is disheartening. Communication between administration and staff has not improved, despite conversations about it faculty meetings are sent out late or not at all, and there are no opportunities for feedback from staff about professional development meetings. Initiatives are started, then dropped without comment (like the plan to have schoolwide community events that included assembly, a group craft project for Pumpkinfest, then no other events or information through January). On a personal level, I feel myself colleagues like and respect our administrators and feel their respect in return. But the lack of engagement with problems big and small teachers take on a great deal of additional work and additional frustration.
  • It would be fantastic to have a community building assemblies on a regular basis. I know we have spoken about this before. It just materialize.I know that it is becoming a bigger school but I see it in other schools in Brookline.A whole school assemblies 4 times a MLK, Poetry month, and end of the school year assemblies would give students to come together more as a community.2-3 grades each assembly.If teachers decide on a theme and a format, it should be manageable.
  • Leadership.Communication between leadership and staff.It is increasingly difficult to feel like the only way to get responses is to corner administrator. True leaders help cultivate a desire and willingness to pursue passions, I don’t feel like our leader does this.So if I may that our leader improve his communication and his passion for helping his staff.
  • Let teachers build their curriculum during faculty meetings. The meetings are not very useful.
  • Maybe more professional development opportunities for paraprofessionals
  • More assemblies about diversity (race, disabilities, etc.) and bringing the community together.
  • more communication
  • More emphasis put on safety (procedures and protocols) and better overall hiring of paraprofessionals for special education classrooms.
  • More opportunities to collaborate across grade levels and content areas.
  • More structure in place especially in the morning and after dismissal.There are many kids wandering the building without supervision.
  • More whole school service projects. Upgrade playgrounds. Also keeping school clean, replace old worn wallpaper, upgrade bathrooms.
  • Not enough time to do all the things I’m expected to do!
  • One thing that I would like to see improved is communication.
  • Overall respect towards and clear communication with paraprofessionals.
  • Parking situation
  • school climate
  • Shared understandings about student behavior, grades, and attendance between home and school.
  • Space 🙂
  • Special Education – their is a clear problem with leadership of that department and district wide.
  • Staff culture of community or lack thereof
  • Staff would have more appreciation for the impact of outside issues (ie. trauma, stress) on a studnet’s ability to function at school
  • Staffing – ALC needs more staffing to be compliant and allow teachers to teach – and I’m not an ALC teacher. If we want a program to avoid out of district placement and support a diverse student population, we need proper staffing. I For example staffing needs one VP and Pierce has 3! We need a reading specialist and only have 1.6 guidance. When our principal is out of the building and the out, we have 1 VP and 1 guidance for almost 600 kids. Help!
  • Stronger parent/ family involvement of lower SES families
  • Student support provided in a manner that doesn’t skew social groups/class placement. ie Stop creating classes that leave some with students needing supports and other classes smaller and with no children who needs support. Demand funding so all students are
  • Support staff to be more flexible and supportive, to cancel less, and to make up time that they miss.
  • Teacher that are more representative of our student body
  • The chaos before school begins/after it ends. Why are parents offered free childcare in the hallways at whatever time they feel like students at the building if there isn’t supervision?Something bad will happen and there will be a lawsuit. Town Hall admin does not respectful manner. They are disorganized and inefficient. Would love for payroll issues to be resolved without a staff member spending Would also be wonderful to have a department head who stays in town. It’s disruptive with all the turnover.Why won’t they stay?I expected to help a new boss get acclimated so frequently and adjust to all their new ‘initiatives’.
  • The diversity of the teaching staff, such as classroom teachers.
  • The school culture, procedures and having a set school protocol (What are the rules, standards, student and teacher expectations?)
  • The specialist teachers could be much nicer to the staff. Also, provide parking!
  • This school is way over populated, as are most schools is the Brookline system.
  • To try to create at least one social justice project for the school community each year.
  • We need to take more advantage of the K-8 model and collaborate on cross grade events more. Also, we need to focus on experiences of the regular curricula especially the math and ELA pressure.
Pierce School
  • A more consistent scope and sequence with big ideas for curriculum. More time to collaborate with grade level teams as well as cross-
  • Administration making more definitive decisions after hearing staff input as opposed to giving staff complete autonomy
  • As a para having the administrators understand what we do on a daily basis
  • As our school continues to grow, the needs of our students continues to grow and change. I would like to see our school look at RTI different ways, especially for middle school students so that we may facilitate their success.
  • balanced time for specials, space contraints relieved
  • Bathroom cleanliness!
  • Become tougher on very entitled and disrespectful parents.
  • Better services for students with IEPs. There are so many discrepancies between services and it seems to really depend on how active advocates are. I think also splitting 2 special ed teachers–with very different styles and approaches–among three grades continues confusing for the kids and teachers to deal with. Also, we have so many students with emotional/behavioral needs and/or with very low skill bases that aren’t given the structures struggle in the content area classrooms. It seems like the appropriate services are applied in high school, but having to wait until 9th disservice. Also, equity and clarity around duties.
  • Building improvements
  • Building issue: cleanliness, space, function, and stability.
  • Classroom space that is more conducive to student learning and teaching.
  • Cohesiveness across the school- which is hard to do, but it some times feels distant.
  • Consistent disciplinary action for all students.
  • enough space for classrooms
  • facilities
  • Facilities need updating
  • Having a math curriculum would be wonderful! I also feel like classroom teachers a expected to do A LOT and I often feel like I am
  • Having a school with such a tremendous range of grades (and buildings) makes it hard to know teachers in other grade levels where frequently interact.It would be nice to have some way to benefit from each other’s expertise as professionals, learning more from a chance to get to know each other.I’m not sure what this would look like but there are so many people I’d like to have a chance to
  • Having adequate staff to meet the needs of the growing population of students at Pierce. We could use greater support for students academic and socio-emotional needs.
  • How we support the needs of students from different socioeconomic groups, racial groups in terms of achieving and feeling success
  • I am new at this school, and being a specialist I don’t work or know many teachers or to much about the school history. So far, I can’t I just know that we have capacity issues.There are not enough spaces for working with students one to one.
  • I greatly appreciate that there is not a large focus on testing in this school, but I would like some more formative assessments from to track progress from one grade level to the next in math and writing. I think the BAS is successful enough to track reading progress, assessments to track writing progress.
  • -I love our diverse population but a challenge is the amount of Mandarin speaking students in the lower grades. Some classes have speak only Chinese. This really affects the dynamic of the classroom. -It is hard to understand the dir
  • I think that there is a huge divide between specialists and classroom teachers, and the expectations of each role and the responsibilities that role.For example, I have never seen literacy specialists work with children during the first month of school.I generally do not feel collaboration and respect, and often it also feels like specialists’ opinions are valued more than classroom teachers’ opinions, even specialists see kids for one small portion of their day, spend no time in classrooms, and do not have an understanding of the whole classroom (during the CST process, for example).This is particularly true around literacy decisions and instruction.
  • I truly trust and admire most of the administrators but I do not feel that there will be follow through with all of them. However, I do with this administrator on the day-to-day so it has not been frustrating for me the lsat few years since the roles of our VPs changed.
  • I wish we had release days for grade-level teachers to work on effective math teaching practices. Without district-wide or school-wide math, it is challenging to move the math dept’s agenda forward.
  • I would enjoy more opportunities to collaborate across grade levels.
  • I would like there to be a solid math curriculum.
  • I would like to see a more streamline/faster CST process. The changes this year have been positive but the size of our school still makes through the process.
  • I would like to see an improvement in clarity of roles of staff members and and clarity of processes. A lot of processes (ex. CST, LLI, to go through and unclear as to how they actually work. I would really like to see an improvement in communication regarding these specific guidelines/steps that staff go through when involved in these processes.
  • I would like to see more communication of important events in the moment.
  • I would like to see more consistent implementation of consequences for students.I think the climate of our culture for how students teachers is not appropriate and respectful.And I think it has a lot to do with the culture of our school and the lack of discipline and consequences.Students are not ready to learn when they don’t respect the teacher or learning space.I also would like to see more social/emotional learning in our overall school curriculum.
  • I would like to see students who enter our school get the instruction and daily experiences they need most – no matter which teacher be great if the district could focus closely on students at risk, to close the opportunity gap so that any achievement gap has the potential well, especially for the youngest entering students.
  • I would like to see students with disabilities celebrated more. At times theses students feel “alone” or left out because they get pulled their classroom. It would be great to move towards more of a co-teaching model.
  • I would like to see the “whole-child addressed” more often than MCAS scores/literary/math data. I believemore should be focused music/art, expressive qualities of education. I don’t believe the school improvement plan should be focused on literary and math data. to be assessed in more areas and for more abilities.
  • Its a large school which means some systems or things are done ineffectively or inefficiently. It seems like we need to adopt “work some things go through the cracks and/or are done in ways that are not most effective for helping teachers/students succeed.
  • Less children. We are very over crowded and need less children in the building.
  • Math curriculum- having a direction/ knowing what the plan is!
  • More collaboration around working with difficult students and space
  • More consistant responses that show results for poor behavior in class. Students continuously repeat and disrespect teachers in middle and it seems like they get no consequences other than being spoken to
  • More copiers that don’t break down
  • More effort, initiatives to close the opportunity gap.
  • More opportunity for collaboration between grades and diciplines.
  • More opportunity to listen to each other and learn from one another- we all bring different strengths to the table- sharing and growing be invaluable.
  • More space! Starting lunch at 10:40 is ridiculous, and scheduling of the auditorium is too complicated. Kids should have access to a and teachers should not have to transition to the Teen Ctr for classes and lose the instructional time due to crossing the street, etc.
  • More spirit.
  • More support staff for students with reading and math challenges, as well as more Guidance counselors for those students impacted emotional issues. More library staff!
  • more time for collaboration and consult within the school day
  • More Training provided for staff,more professional development
  • More trainings on students with disabilities, students of color, and ELL students
  • Other than a bigger school or a longer school day, more opportunities to be out and active in the community. Field trips!
  • Our special education program needs particular improvement, as we do not have appropriate services for our students in need of supports, as well as scaffolded academic support. Also, having split special educator support in the middle school makes it very difficult supports and understand who does what in terms of providing supports for students.
  • Parking permits at Town Hall.
  • Pierce is too big for one Principal to run day in and day out no matter how skilled they are. I worry that a 1 principal model will eventually burn out any individual. What about having co-principals each with 2 vice principals under them.Pierce is not going to get any smaller, 5 sections K-6 with a School is just TOO BIG. Leslie Fagen
  • Reduce the number of students to a more manageable size
  • respect among teachers
  • School size, use of space, transitions, recess for younger children
  • Smaller class size to help meet the needs of all the students.
  • So many things that are really wrong with Pierce are because of lack clarity and unrealistic expectations in the district. The unreasonable total lack of equity in the district sets all of Pierce up for failure. Mr. Bott walks around the school and says hi and he is the most likely other district leaders are never around- its a total mystery what Nicole Gittens does or why she is paid so much. My curriculum cooridinator effectiveand our unproductive meetings don’t seem to ever be supervised. The principal job is undoable, and I can’t see how anyone healthy work and life balance. Lesley clearly wants to be an instructional leader who is involved in daily functioning but doesn’t have really make that happen. The lack of strong systems and she doesn’t have strong, experienced people to delegate to, results in everything Lesley, and that isn’t working. She ends up trying to manage at a level that isn’t practical, productive or efficient and she can’t follow group of people have recently gained a lot of power and there is a lot of anger in the school about it. Theres a lot of unfairness happening causing resentment and distrust. The person who tests kids is the person who decides who gets tested and no one has any faith in of that. A member of the guidance team is being treated very badly by the other members of the team because she doesn’t have the like the guidance counselor and doesn’t promote herself constantly. This seems negative but the reality is that things aren’t good, fault. She needs to rebuild the train while its going 100 mph and I don’t see how that is possible. I am not optimistic.
  • Some of the duties across grade levels and amount of prep times seems unequal. The way the school is built is tricky having to go outside building to another and transitioning can be really hard especially in the cold weather.
  • Some teachers do not have a growth mindset
  • SPACE! And schedule….
  • Space. The lack of space to work with children and the need to move from place to place to find a space to work adversely affects the that the students receive.
  • Support for students with disabilities
  • Support for students with social emotional issues and more or different support for students with learning disabilities.
  • Teachers need more time to plan and grade. They also should have 0-1 duties–rather than two or three.
  • The building needs many improvements
  • the facilities
  • The front office layout. I feel that the height of the furniture and the physical layout creates too strong a barrier between staff and
  • The main physical building and materials within it (chairs, tables) are in very bad shape. There are a lot of leaks when it rains; the heat library tables have such deep crevices in their surface that you cannot write on paper on them without your pencil catching; the furnishings room are a pastiche of leftover items from Pierce decades past and other schools’ throwaways. At times, when we have added a new classroom will receive new desks and chairs and it is amazing what a difference that makes in the positive atmosphere of that classroom students’ respect for their space and their learning within the space. It makes learning more difficult when students and teachers have work around difficult conditions and with inadequate materials. I feel like Brookline should be able to offer students a better physical their learning than what Pierce students have at present.
  • the physical plant could be improved and cleaned more thoroughly.The bathrooms are in rough shape, and there are multiple leaks classrooms are not equitable in terms of space, technology, or access.
  • The physical space is inadequate and inequitable. It negatively influences the experience students have at school and hinders innovative students are spread between 4 buildings. We need larger shared facilities including the Auditorium, Cafeteria, Library, Gyms and things bathrooms and parking spaces.
  • The power dynamics that are continuing to develop among a SMALL group of faculty and staff that has led to a divide amongst groups do not feel their opinion/expertise is valued and can lead to students not getting the supports that are needed.
  • The scheduling of collaborative time could be increased, particularly during lunch or recess times.
  • The sub situation
  • There are lots of people who do lots of great work, but sometimes it is not clear who does what and where one job ends and another always clarity what data is needed/asked for/required when decisions are being made about students.(That might be two things)
  • There are structural obstacles to getting students what they need.CST takes forever and seems designed to keep students from getting need.There aren’t enough interventions for the students who are found ineligible for IEPs but are still in dire need of help.I also feel meeting the needs of students with academic disabilities.However, I am unable to meet the needs of the ever increasing number of emotional disabilities that make them unavailable for learning on many days.
  • There is a culture of a few staff members who seem to be taking over more leadership responsibilities in just a few years of working is causing a divide amongst the staff in many ways.Colleagues have shared that they are feeling unsupported by administration and particular staff members are making many decisions for the school that they are not in agreement with.
  • Things taken off of teachers’ plates…we are being asked to “fix” social-emotional states of our students, address all of the varying academic develop curriculum in areas such as math where we do not have curriculum.
  • To have more time to collaborate with colleagues
  • Too much focus on data. Not enough on making learning fun.
  • We are too big.It is impossible to build community in a such a large school.Our leadership has done an amazing job trying but our numbers everything from our lunches and schedules and hallway traffic to our specialist to classroom ratios and number of emails.Relationships made Pierce great, but I don’t even know half of the people I see in the hallways anymore.
  • We still need a better RTI model.And a common understanding and definition provided by Someone about what constitutes adequate progress.We have lots of professional disagreements over this and end up wasting a lot of time discussing when we should just have we can move on to action steps.
  • Workload and support from District.Being able to get involved in more aspects of the Pierce community is inhibited by the amount just get the job responsibilities done.Over the years so much more added to the individual plate.Support with regard to time and volume disproportionately added.
Runkle School
  • (lack of) Student discipline/consequences-the level of disrespect of students towards teachers is appalling and there are NO consequences actions. Principal communication – communication is not effective or transparent overwhelming RISE population – having HUGE impact on curriculum instruction for ALL students and very little support for teachers, specialists.Curriculum coordinators do not understand the impact this RISE program has on the overall school and classroom environment.
  • A culture of respect, collaboration and support developed, supported and modeled from administration.
  • A more positive, open school culture. It seems like we are overly supervised and not very trusted.
  • A new leadership. The current principal continues to damage the collaboration that used to exist at our school. Her difficulty as an communicator continues to impact the community as a whole. Her lack of transparency and honesty makes relationship building and extremely difficult. Her way of disciplining teachers and using power game tactics to scare and intimidate stuff makes this school environment toxic. It is very difficult to voice your ideas and opinions at meetings because of the principal shots teachers down. Discussions that the principal and when teachers offer ideas she doesn’t listen or even take them into consideration. She continues to make comments that she is not welcome here because of her being a black person, she continues to use racism as a weapon instead of taking responsibilities shortcomings. She does not reflect well and when feedbacks are given to her she turns the problem around to put it back on the teachers staff are the problem. She has refused to give us the time to talk about the results of the survey from last year. She decided to use day to look at the results of the survey, yet made a big charade where she cried about how she didn’t feel welcome at the school. She that the way she communicates and interacts with the staff (her character) IS the problem, not the color of her skin. She manipulates goes out to parents and plays parents against teachers.
  • A sense of community and support from administration and for them to be a bigger part of the positive school community.
  • All of the Kindergarten teachers on the same schedule for recess, quiet time and snack time, and choice time.
  • As a paraprofessional I often feel like I keep getting a million responsibilities yet there is little communication and support from the administration. This job is often stressful and it usually feels like there is absolutely no help for us. There needs to be serious improvements help paraprofessionals.
  • As the district-wide autism program (RISE) is at Runkle, I would like to see well-trained staff and developmentally appropriate learning students with autism. For the most part, paraprofessionals working with these students are not properly trained to do so. Therefore, in the RISE program is receiving what she/he needs to make effective academic, emotional and social progress.
  • Better communication
  • better communication
  • Clear communication from administration.
  • communication
  • Communication and support provided by administration – hearing and supporting teachers.
  • Communication between administration and staff. Including making time for conversations and discussion.
  • communication between staff
  • Communication between the school leaders and staff. Never have any idea about what’s going on in the school.
  • Communication re: major changes in the day
  • Communication with staff and administrators.
  • Consistent discipline plan for students with well understood consequences
  • Display of trust and encouragement toward educators Acknowledgement of the difficult and immense amount of work done above and beyond every day Reduction in caseload and workloads
  • Display of trust and encouragement towards educators from admin.
  • everyone’s attitude about our school leadership needs to be better
  • Have administrators value what we do every day and the hard work we put into our jobs. I also think that they could be more supportive to things going on outside of the workplace that would require some support at work.
  • How discipline is handled by administration and encouraging teachers by pointing out positives about their teaching and not only focusing
  • I am so disappointed in the survey I did today.This was the first time, most of my answers were negative.This is not about our Principal our District.The disrespect from the elitestudents has changed our school, and as hard as we try, they don’t change.
  • I feel like the district has been pushing too much for data driven curriculum and protocols, and has lost some of the magic that comes teachers be creative in how they implement lessons.
  • I think that the school needs to improve when it comes to discipline. Students can see that discipline is very weak here.
  • I want to see our school become a community again.We have lost this and it is very sad to me.
  • I want to see we all know each other well and better communication skill between us
  • I wish scheduling was better in the middle school. I understand that it is complicated to juggle specialists, the elementary school, and However, student learning is being impacted because of scheduling. I wish I had more time to collaborate with my team.
  • I would like teachers to be able to sit in on interviews for my position in the program that I work. I would like for school administrators interviewees about the position they are applying for. It appears that many people have been mislead, and are unhappy in their current people not returning the following year. I would like training to occur for new hires in my program.
  • I would like the communication between administration to be clear. I would like to know what is happening when the decisions directly teaching practice. I would like to know that administration will support me to be the best educator that I can be.
  • I would like the see the Principal take responsibility for some of the issues of climate that exist at this school.I feel like she is just looking faults and call us to task as opposed to encouraging us as we work with students.Collaboration exists between colleagues but not between staff.The Principal often assumes things and makes decisions without reaching out to the involved staff.She has insinuated that she here.I understand there were a few missteps and miscommunications when she first came to Runkle with certain staff members, but entire staff like we are set against her.That was not true, but I am tired of being told that I didn’t make the principal feel welcome.I the Principal should be in the room while we are being asked to fill out this survey.It is uncomfortable.And I also think that when a new district, it is their responsibility to learn about the new district.I don’t want to hear about what protocol is in Boston when it is Brookline.It seems more mentoring should have been put in place.
  • I would like there to be more opportunities for the school to come together as a whole.
  • I would like to see a clear vision or strategic plan for how the school is moving forward and how each person at the school can help sense of community.
  • I would like to see a stronger community among the staff and students.With a stronger, more positive community I think we will see challenging behaviors will decrease and that staff moral will increase.
  • I would like to see all staff be explicit about behavior expectations with students and support each other in helping students especially such as the cafeteria/lobby/hallways.
  • I would like to see improved relationships between the teaching staff and the administration.
  • I would like to see more diverse staff.
  • I would like to see more meaningful curriculum professional development.
  • I would like to see more options for students to assume greater responsibility in varied roles to promote a more positive learning culture. Ideas- peer tutoring before school or during study hall, student assistants for RASP programs after school, student volunteers in classroom, judiciary committee of some sort with teacher liasonto problem solve issues, student tour guides, student greeters in the front lobby
  • I would like to see more support from school leaders and consistent consequences put in place for when students do not follow school/misbehave.
  • I would like to see more trust put into the professional judgements of all staff members
  • I would like to see teachers genuinely wanting to help each other out and improve student learning.
  • I would like to see the culture improved and move in a more positive direction. I feel as though we need more opportunities to work trust and collaboration between the school leaders and the teachers.
  • I would like to see the RISE program improve. It has such a high level of potential but due to the budget shortcuts are being taken. need to be followed and services need to be delivered. Special edu students should not be subject to trying to learn in these separate screaming and hecticness.
  • I would love to see more efforts made by all to rebuild the trust that we are all doing our best within our roles and that our ideas, professional judgments and concerns are truly valued.
  • I’d like to see the community develop a collective responsibility for teaching students that are not meeting the grade level expectations.
  • improve isolation between grades, increased tolerance of differences in upper grades
  • improved behavior in the halls and cafeteria (common spaces)
  • In my particular Middle School subject, the curriculum coordinator is struggling to keep up with the demands of her job and doesn’t support the teachers with clearly stated curriculum. I would like her to have some support from the administration so that she can
  • Increased pay and respect from administration. Hourly wages are demeaning. Give people a salary instead of nickel and dimming them.
  • Meaningful curriculum based professional development
  • Meaningful support/instruction for students on IEP’s. Consult with special eduction that actually happens and is not just an item checked meeting. Special education teachers collaborating/working within the general education classroom rather than pulling students and around like a ping pong ball.
  • More collaboration that includes the paraprofessionals input
  • More collaboration time with teachers/ (maybe) administrators
  • More consistency in rules/procedures across grade levels. More emphasis on creating a positive and safe school culture. Administration more present and more involved in middle school as a whole.
  • More consistent follow through with students consequences for breaking rules/expectations. Middle school students seem to be living of rules. We need to be able to hold these students accountable and be supported by administration.
  • More consistent responses to student’s disrespectful behavior.Consequences.
  • more follow through from administrators
  • More listening and follow through from leadership. When others come for help/advice, don’t take it personal and make it a referendum leadership.
  • More openness about what’s working and what’s not and the courage to take subsequent action
  • MORE RESPECT FOR DEDICATED PARAPROFESSIONALS!
  • More respect from the paraprofessionals ESPECIALLY RISE paras. Listen to whag we have to say and be more considerate. We are doing work daily and yet we are constantly overlooked. We could all be treated with a lot more respect and our opinions,thoughts etc be 
  • More respect from the students.
  • More staff input into faculty meeting/cluster meeting agendas.
  • More time for collaboration and common planning with grade level team and special education teachers
  • More trust in educators (recognize that we are not failing) and better communication from administrators
  • Not moving paras from their assigned position so that they are better able to do their jobs better. Having paras paid more when they the class.
  • Opportunities for planning and collaboration. Prep times often used for these things and there really is not a time to “prep” lessons.
  • Opportunity to stretch my thinking through unique PD opportunities.
  • Para pay and staffing.Poor pay = increasingly underqualified, under-experienced support staff, which is causes ripple effects throughout significantly affects school climate on a day-to-day and big-picture level. We cannot retain staff. As a result, paras and teachers are effectively lie to families about their children being under-served.ELL and black families are more likely to be affected by this– affluent are more likely to be “squeaky wheels” and advocate for their kids.(For example, a student might have 1:1 on their IEP but be shared student.)
  • People’s attitudes towards collaboration and inclusion support opportunities for students.
  • so many staff members but it doesn’t seem as if they are utilized in an effective way difficult to have time to teach paraprofessionals how to do their roles all special educators treated the same regardless of if they are part of a district wide program or not – it seems as if the district wide majority of attention despite the fact that students in learning center have the same needs or more with less support in terms of paras teachers
  • Special Education curriculum support
  • Special education process streamlined; seems that many children are assessed and qualified as disabled
  • Students acting more respectful to any adult in the building.
  • Supporting classroom teachers more and respecting their prep, lunch, and duty-free times. Teachers are asked to do too much that time preparing lessons and ensuring that they do their best teaching.
  • Teachers are defensive because they feel like they have to fight to get what they need and want. It does not feel collaborative between
  • The administration at Runkle is not supportive, does not trust their teachers, and does not make timely decisions to support students Administration needs to respond to teachers questions and discussions with timely answers. Students need to be given logical, appropriate, and consistent consequences for poor behaviors when they are sent to the office.Administration’s of follow through is enabling poor student behaviors to escalate, spread, and continue. Teachers are doing their best to monitor the Admin is in fact making the situation worse by sending students back to class without consequences. Admin requests that teachers supervise students in public places, but teachers are not trusted to report incidents and tell the truth lack of trust is creating an unpleasant culture. The district, central admin at Town hall (and not department heads), has not decided on a safety plan for active shooters. Teachers are using the “Alice” program but no training or communication about this program has been communicated. Students keep asking its difficult to tell them we don’t have one. The town is putting all of our lives at risk by their lack of leadership and indecision.
  • The Communication
  • The culture of negative thinking
  • The disrespect students show to adults
  • The leaders to give more positive reinforcement to staff. We need it to be successful.
  • The overall climate is very negative. Staff across disciplines seem very burnt out. There does not seem to be a clear solution in sight.
  • The schedule so that there are solid, uninterrupted blocks for teaching and learning
  • The school is desperately in need of a way to recalibrate the numbers of students that are being serviced in our RISE program so that options in the district. The numbers of students seems to go up every year, and so too do the intensity of needs that we are seeing. violent and aggressive behaviors which seem to be very challenging for our paraprofessionals (or substitutes) who work with these Indeed, our RISE teachers are doing the best they can, but when violent outbursts or “tantrums” (for lack of a more specific term) happen, teachers are forced to leave their instruction to deal with emergency behaviors.
  • The schools inclusion model is a failure.
  • The students are not respectful to all the staff in the building.
  • This school and district are in dire need of substitutes when needed. I shouldn´t feel afraid to call in sick in fear that my students nor should I have to fill in for someone else when I could be of use in the classroom I work in.
  • to feel appreciated and valued
  • To increase our shared responsibility for students.
  • Trust and consequences for behaviors.
  • trust and respect between staffs /departments, etc.
  • We are in dire need ofmore help in the RISE Program.The absent para positions and unhired para positions are not being filled on a substitutes do not feel properly trained and safe in The RISE classrooms.The RISE classrooms are compromised on a daily basis.
  • We need to do something to improve trust among staff with each other and between staff and admin. I wish people weren’t so sensitive. to be in the past. Time to move on. Let’s not be so quick to judge or label if someone says something that is different from what you would like to see students be more respectful towards adults. Older students, from what I see in the Caf and hallways do NOT set an the hallways – aren’t careful, or even aware of other people, big or small. In general, the cafeteria is crazy. I think it might be good to graders that need service work as Cafeteria or hallway monitors…be role models for calm bodies and respectful attitudes. Holding corny, but kind, things like that. We need kindness!
  • While there is collaboration in small groups, overall communication is weak. I often feel “out of the loop” in both situations involving caseload as well as school-wide situations.