Executive Solution Overview
**files (4)** – ## AssignmentInsructions-M1.pdf – ## GradingRubric.pdf – SchoolCultureSurvey.docx – CultureSurveyAnalysisWorksheet.docx **## AssignmentInsructions-M1.pdf** Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1 NELP 3.1, 3.2, 3.3 PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a,…
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**files (4)**
– ## AssignmentInsructions-M1.pdf
– ## GradingRubric.pdf
– SchoolCultureSurvey.docx
– CultureSurveyAnalysisWorksheet.docx
**## AssignmentInsructions-M1.pdf**
Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1
NELP 3.1, 3.2, 3.3
PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b
Overarching Question:
How do school leaders develop, promote, and sustain an equitable, culturally responsive, and
inclusive school culture?
Overview of the Assignment (Part A and B, Modules 1 and 2):
Candidates will complete a school culture project that will include a written analysis of the
culture of their school-based on survey data collected from members of the school
community. The analysis will include evidence that describes the learning community, parent
engagement, and the inclusiveness and potential inequities in allocation of resources,
technologies, and opportunities that support students’ educational success. Candidates will
identify the necessary steps needed for the improvement in each area with a strong emphasis on
building a supportive and inclusive school culture. The analysis will include a component that
leads to a plan for cultivating and advocating for equitable access to resources, technologies, and
opportunities that support the educational success and well-being of each student.
Assignment Instructions: Part A (Module 1)
Candidates will collect survey data using the School Culture Survey provided below from a
minimum of 10 staff members. Before distributing the survey, review it with an administrator for
approval. Candidates may modify the survey by adding or deleting survey items as long as the
content of each category is not significantly changed. At the conclusion of Module 1, submit a
graphic representation of the data collected from the surveys. Use the School Culture Survey
Worksheet provided below to guide the analysis. Submit a written summary of the analysis
including insights into possible root causes related to the weaknesses shown in the data. This
part of the assignment can be based on the candidate’s own perceptions relative to the issues as
well as informal feedback from others. Differentiate between your insights and those of
others. The final summary should be 3-4 pages in length. The graphic representation and your
worksheet should be included with the submission as an addendum. Include and cite
authoritative references to support your thinking.
Ques[ons to consider for your analysis summary:
1. In what areas is your culture strong?
2. In what areas is there room for improvement?
3. Where do you see variability in your responses? What might that mean?
4. What surprises do you see in your data?
5. What have you learned about your school’s culture that you didn’t realize before?
6. What do the data tell you regarding the inclusivity of your school’s culture?
**## GradingRubric.pdf**
ED 504
Assessment 1 Part 1: School Culture Survey and Analysis
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Uses data to evaluate, design,
cultivate, and advocate for a
supportive and inclusive
school culture.
NELP 3.1
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of a least
two of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and a working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidates:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
3.1d capacity to evaluate
school culture.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, cultivate, and
advocate for equitable access
to educational resources,
technologies, and
opportunities that support the
educational success and well-
being of each student.
NELP 3.2
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of at least
two of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidate’s:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
supports, interventions, and
adult relationships).
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, advocate, and
cultivate equitable, inclusive,
and culturally responsive
instruction and behavioral
support practices among
teachers and staff.
NELP 3.3
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided but
show little insight into the
indicators listed below. The
summary provides evidence of
two or less of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided and show
insights into the indicators
listed below. The summary
provides evidence of at least 3
of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
foundations of equitable and
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided and
show insights into the
indicators listed below. The
summary provides evidence of
the candidate’s:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
3.3b knowledge of
characteristics and
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
**SchoolCultureSurvey.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/schoolculturesurvey-docx-10484565)
**CultureSurveyAnalysisWorksheet.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/culturesurveyanalysisworksheet-docx)
**CultureSurveyAnalysisWorksheet.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/culturesurveyanalysisworksheet-docx)
**## AssignmentInsructions-M1.pdf**
Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1
NELP 3.1, 3.2, 3.3
PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b
Overarching Question:
How do school leaders develop, promote, and sustain an equitable, culturally responsive, and
inclusive school culture?
Overview of the Assignment (Part A and B, Modules 1 and 2):
Candidates will complete a school culture project that will include a written analysis of the
culture of their school-based on survey data collected from members of the school
community. The analysis will include evidence that describes the learning community, parent
engagement, and the inclusiveness and potential inequities in allocation of resources,
technologies, and opportunities that support students’ educational success. Candidates will
identify the necessary steps needed for the improvement in each area with a strong emphasis on
building a supportive and inclusive school culture. The analysis will include a component that
leads to a plan for cultivating and advocating for equitable access to resources, technologies, and
opportunities that support the educational success and well-being of each student.
Assignment Instructions: Part A (Module 1)
Candidates will collect survey data using the School Culture Survey provided below from a
minimum of 10 staff members. Before distributing the survey, review it with an administrator for
approval. Candidates may modify the survey by adding or deleting survey items as long as the
content of each category is not significantly changed. At the conclusion of Module 1, submit a
graphic representation of the data collected from the surveys. Use the School Culture Survey
Worksheet provided below to guide the analysis. Submit a written summary of the analysis
including insights into possible root causes related to the weaknesses shown in the data. This
part of the assignment can be based on the candidate’s own perceptions relative to the issues as
well as informal feedback from others. Differentiate between your insights and those of
others. The final summary should be 3-4 pages in length. The graphic representation and your
worksheet should be included with the submission as an addendum. Include and cite
authoritative references to support your thinking.
Ques[ons to consider for your analysis summary:
1. In what areas is your culture strong?
2. In what areas is there room for improvement?
3. Where do you see variability in your responses? What might that mean?
4. What surprises do you see in your data?
5. What have you learned about your school’s culture that you didn’t realize before?
6. What do the data tell you regarding the inclusivity of your school’s culture?
**## GradingRubric.pdf**
ED 504
Assessment 1 Part 1: School Culture Survey and Analysis
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Uses data to evaluate, design,
cultivate, and advocate for a
supportive and inclusive
school culture.
NELP 3.1
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of a least
two of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and a working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidates:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
3.1d capacity to evaluate
school culture.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, cultivate, and
advocate for equitable access
to educational resources,
technologies, and
opportunities that support the
educational success and well-
being of each student.
NELP 3.2
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of at least
two of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidate’s:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
supports, interventions, and
adult relationships).
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, advocate, and
cultivate equitable, inclusive,
and culturally responsive
instruction and behavioral
support practices among
teachers and staff.
NELP 3.3
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided but
show little insight into the
indicators listed below. The
summary provides evidence of
two or less of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided and show
insights into the indicators
listed below. The summary
provides evidence of at least 3
of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
foundations of equitable and
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided and
show insights into the
indicators listed below. The
summary provides evidence of
the candidate’s:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
3.3b knowledge of
characteristics and
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
**SchoolCultureSurvey.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/schoolculturesurvey-docx-10484565)
**CultureSurveyAnalysisWorksheet.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/culturesurveyanalysisworksheet-docx)
**## AssignmentInsructions-M1.pdf**
Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1
NELP 3.1, 3.2, 3.3
PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b
Overarching Question:
How do school leaders develop, promote, and sustain an equitable, culturally responsive, and
inclusive school culture?
Overview of the Assignment (Part A and B, Modules 1 and 2):
Candidates will complete a school culture project that will include a written analysis of the
culture of their school-based on survey data collected from members of the school
community. The analysis will include evidence that describes the learning community, parent
engagement, and the inclusiveness and potential inequities in allocation of resources,
technologies, and opportunities that support students’ educational success. Candidates will
identify the necessary steps needed for the improvement in each area with a strong emphasis on
building a supportive and inclusive school culture. The analysis will include a component that
leads to a plan for cultivating and advocating for equitable access to resources, technologies, and
opportunities that support the educational success and well-being of each student.
Assignment Instructions: Part A (Module 1)
Candidates will collect survey data using the School Culture Survey provided below from a
minimum of 10 staff members. Before distributing the survey, review it with an administrator for
approval. Candidates may modify the survey by adding or deleting survey items as long as the
content of each category is not significantly changed. At the conclusion of Module 1, submit a
graphic representation of the data collected from the surveys. Use the School Culture Survey
Worksheet provided below to guide the analysis. Submit a written summary of the analysis
including insights into possible root causes related to the weaknesses shown in the data. This
part of the assignment can be based on the candidate’s own perceptions relative to the issues as
well as informal feedback from others. Differentiate between your insights and those of
others. The final summary should be 3-4 pages in length. The graphic representation and your
worksheet should be included with the submission as an addendum. Include and cite
authoritative references to support your thinking.
Ques[ons to consider for your analysis summary:
1. In what areas is your culture strong?
2. In what areas is there room for improvement?
3. Where do you see variability in your responses? What might that mean?
4. What surprises do you see in your data?
5. What have you learned about your school’s culture that you didn’t realize before?
6. What do the data tell you regarding the inclusivity of your school’s culture?
**## GradingRubric.pdf**
ED 504
Assessment 1 Part 1: School Culture Survey and Analysis
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Uses data to evaluate, design,
cultivate, and advocate for a
supportive and inclusive
school culture.
NELP 3.1
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of a least
two of the following:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and a working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidates:
3.1a knowledge of the
dimensions of school culture
(i.e., safe, healthy, caring,
responsive, inclusive, and
respectful).
3.1b knowledge on inclusive
school cultures.
3.1c knowledge of processes
for evaluating school culture.
3.1d capacity to evaluate
school culture.
3.1d capacity to evaluate
school culture.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, cultivate, and
advocate for equitable access
to educational resources,
technologies, and
opportunities that support the
educational success and well-
being of each student.
NELP 3.2
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided. The
summary provides evidence of
one or less of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided. The summary
provides evidence of at least
two of the following:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided. The
summary provides evidence of
the candidate’s:
3.2a knowledge of research on
the consequences for students
of equitable and inequitable
use of education resources
and opportunities.
3.2b knowledge of equitable
allocation of educational
resources, procedures, and
opportunities (i.e., materials,
technologies, media, teachers,
social and behavioral
supports, interventions, and
adult relationships).
supports, interventions, and
adult relationships).
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
3.2c capacity to evaluate
sources of inequality and bias
in the allocation of education
resources and opportunities.
Standard
Level 1
Approaching Standard
0-5 Points
Level 2
Meets Standard
6-8 Points
Level 3
Exceeds Standard
9-10 Points
Evaluate, advocate, and
cultivate equitable, inclusive,
and culturally responsive
instruction and behavioral
support practices among
teachers and staff.
NELP 3.3
Survey data is collected,
graphically represented, and
analyzed. Analysis lacks
specificity and detail and
shows limited insight into the
strengths and weaknesses of
the school’s culture. Potential
root causes are provided but
show little insight into the
indicators listed below. The
summary provides evidence of
two or less of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
insight into the strengths and
weaknesses of the school’s
culture. Potential root causes
are provided and show
insights into the indicators
listed below. The summary
provides evidence of at least 3
of the following:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
foundations of equitable and
Survey data is collected,
graphically represented, and
analyzed. Analysis shows
deep insight and working
knowledge into the strengths
and weaknesses of the
school’s culture. Potential
root causes are provided and
show insights into the
indicators listed below. The
summary provides evidence of
the candidate’s:
3.3a knowledge of culturally
responsive instructional and
behavior support practices.
3.3b knowledge of
characteristics and
3.3b knowledge of
characteristics and
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
foundations of equitable and
inequitable educational
practice, especially among
teachers and staff.
3.3c knowledge of research on
implications for students of
equitable, culturally
responsive, and inclusive
practices.
3.3d knowledge of the broader
social and political concern
with equity and inequity in
schools.
3.3e capacity to evaluate root
causes of inequality and bias.
**SchoolCultureSurvey.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/schoolculturesurvey-docx-10484565)
**CultureSurveyAnalysisWorksheet.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/culturesurveyanalysisworksheet-docx)
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