Diagnostic Assessment of School and Principal Effectiveness – Principal Version (DASPE)

I am concerned with faculty working conditions.

Teachers at this school do not have a great deal of confidence in each other's abilities.

Teachers in this school are encouraged to implement new teaching techniques.

As students move from one grade level to the next or from one course to another, teachers generally can be assured that the students were soundly prepared in the previous course.

Teachers in this school are open to changes that will improve the school.

Student achievement is rewarded in this school.

The workload is adequately balanced among the faculty members of this school.

Teachers in my school have respect for professional competence of other teachers, departments, or levels.

Student creativity is encouraged and rewarded in this school.

I am not proud of this school.

In spite of limited financial resources, this school is able to get the money and equipment we need to conduct an effective educational program.

Teachers have a pretty good idea how the various departments or grade levels within our school function.

Teachers in this school work closely with the community.

Teachers derive professional satisfaction from their jobs in this school.

This school seems to be more effective than other schools in our district in obtaining adequate resources to support the educational program.

The development of student self-confidence is stressed at this school.

It is not clear to teachers what each department or level is supposed to do.

There are open lines of communication between faculty and the building administrators.

This school is an excellent organization.

The development of individual student self-concept is not emphasized in this school.

Before a decision is made in my school, there is a good deal of communication between teachers.

Teachers are satisfied with the amount of work they are expected to do.

Administrative policies are available to the faculty in printed form.

Before a decision which would affect everyone is made in my school, there is a good deal of communication between grade levels or departments.

Teachers in this school are trying hard to promote student achievement.

Some teachers would leave this school for any other.

Our school staff works together to jointly write grants or requests to secure resources from outside agencies.

The quality of teaching in my school is very high.

The staff in my school respect each other and work well together.

Teachers are not satisfied with the amount of money they make.

There is general faculty confidence in the building administrators.

There are often conflicts between teachers in this school.

Teachers tell their friends that I would stay in this school for many years to come.

Teachers are satisfied with the fringe benefits in this school district.

There are sufficient social activities for the faculty.

Productivity is high in this school.

If offered a better salary, most teachers would move to another school.

Teachers are satisfied with the trust they have in building administrators.

This school is effective in gaining community support for our programs.

The social contact between students and faculty is adequate.

Conflict between staff members in this school is rare.

Teachers at this school are not very loyal to the school and staff.

Teachers believe in the goals and objectives of this school.

In this school, the workload among teachers is pretty evenly distributed.

This school has activities to help us keep in touch with the wants and desires of the community.

In this school, all students are treated with respect—even those from poor backgrounds or those of limited intellectual ability.

Teachers are satisfied with the professional competence and leadership of their building administrator.

In this school, everything is arranged to facilitate the achievement of our goals.

Most of my teachers' interests lie outside their job at school.

The size of classes is satisfactory.

Teachers at this school respect parents and attempt to work with them whenever possible.

Each year in this school we make an extra effort to identify problems and set school-wide improvement goals.

Unlike this school, most of the teachers would like to work in a school that holds the same values as they do.

This school seems especially effective in adopting new and innovative instructional techniques.

Teachers in this school do not hold each other in high regard.

Teachers are satisfied with the opportunities provided to discuss problems with building administrators.

This school uses pretty standard curriculum material and does not generally seek out new or updated material on a systematic basis.

This school has a clear mission.

Faculty members are friendly to one another.

The values of this school are inconsistent with my own values.

This school is especially effective in seeking out new programs or practices in response to changes in the community or the pedagogical knowledge.

Teachers are not satisfied with the goals and objectives emphasized by this school.

The building administrators encourage suggestions from their faculty.

This school is efficient in how it uses material and how it organizes the staff.

Teachers in this school work closely with parents.

This school seems to be very innovative in comparison to other schools.

Teachers feel that others in this school value their ideas and suggestions.

Many teachers at this school are actively experimenting with new teaching methods or curriculum material.

Administrators and teachers in this school work together toward making the school run effectively.

There is a systematic effort in this school for teachers to share new curriculum material.

The climate in this school is poor.

Teachers tend to identify with this school and strongly support it when it is attacked.

The staff of this school can easily handle unusual or nonroutine problems that may come up.

The communications in this school are good.

Teachers enjoy their school work very much.

The staff of this school are very supportive of each other in their attempt to try new techniques or methods.

The staff of this school are very interested in trying new teaching techniques or curriculum material.

I have a lot of very good friends at this school.

The staff at this school is not very interested in promoting their own professional development.

The staff at this school engage in peer observations and peer study groups to improve their own instruction and try new techniques.

This school is especially good in efficiently organizing students into groups that maximize learning.

Supplies and equipment are readily available when needed.

This school is especially good at anticipating problems with parents or students and preventing them before they become major problems.

The goals of this school are not clearly spelled out and communicated to all parties.

The staff at this school are well informed about educational issues that could affect their work.

Teachers sometimes are not sure what this school expects—one time the administration says one thing, the next time a different goal is emphasized.

When changes are made at this school, the faculty adjusts quickly.

Teachers in this school are given the freedom to make professional decisions.

Teachers in this school actively seek grants and other resources.

Teachers in this school are flexible and can change easily when necessary.

Teachers are expected to grow as professional staff members in this school.

Teachers in this school stay abreast of current technology in the classroom.

In this school, attention is focused on improvement of instruction.

Teachers in this school are unwilling to share ideas and techniques.

Professional development in this school is designed to meet the needs of the community.

Teachers in this school work harmoniously with community health and social agencies.

Teachers in this school encourage each other to try new techniques and strategies.

Teachers in this school provide training for other teachers when they have a successful program to share.

Teachers in this school have difficulty getting the necessary resources to successfully implement new programs.

Professional development activities in this school are oriented toward meeting future needs of the school.

Demonstrate understanding of the staff's desires.

Keep abreast of current technology.

Work to establish peer improvement groups.

Provide sound internal communications.

Effectively deal with political changes that impact the building.

Effectively diagnose and prioritize needs to achieve goals.

Recognize the needs and concerns of parents.

Engage in activities to promote staff development.

Make yourself accessible to others.

Provide continuous development opportunities for others.

Participate in professional associations and community groups.

Promote discussions of issues, problems, and recommendations pertaining to education.

Articulate the school's mission to the community.

Describe the school's mission to the school's staff and students.

Cooperate with community agencies.

Involve the community in school affairs.

Maintain a good public relations program.

Garner resources from the community.

Effectively cope with disruptions in the normal school routine.