Teacher Survey Instructions

Purpose Of The Teacher Survey

The reporting of teacher survey results constitutes one section of the 21CCLC Annual Performance Report (APR), which all grantees are required to complete once a year in accordance with federal reporting requirements. The purpose of the teacher survey is to ask regular school-day teachers to report on the extent to which students who attend the 21CCLC program demonstrate improved student engagement during in-school time.

Required Data Collection

  • Number of students in grades 1 to 5 participating in 21CCLC program (the number must match with the reported participating students)
  • How many of these students needed to demonstrate an improvement in teacher-reported engagement in learning.
  • Of these students, how many demonstrated an improvement in teacher-reported engagement in learning.

When is the survey administered?

The teacher survey is administered during the month of May each year. Survey links will be sent to teachers the last week in April. Surveys must be completed by May 31 of each year.

Who completes the survey?

The regular, homeroom, or teacher of record of every grade 1 to 5 student who participated in the 21CCLC program during the summer and school year.

Site Coordinator Instructions

  • Step 1: Identify the regular, homeroom, or teacher of record for each student who attended the 21CCLC program during the summer and school year program (June through April).
  • Step 2: Attend the TransAct/Cayen training session for site coordinators.
  • Step 3: Notify teachers of the requirement and of the process for completing the survey.
  • Step 4: Monitor the completion of surveys during the administration window. Identify mismatched student/teachers and correct teacher names and email addresses if necessary in the TransAct/Cayen system.
  • Step 5: Ensure surveys are completed for all identified students by May 31.

Teacher Instructions

  • Step 1: Open the email from TransAct/Cayen containing a spreadsheet with the survey links. The attached spreadsheet contains teacher survey links for each student in grades 1-5 that has 1 or more days of attendance in a 21CCLC program.
  • Step 2: Complete a survey for each student listed in the spreadsheet.

Definition Of Engagement

Hawaii’s General Learner Outcomes (GLOs) are the overarching goals of standards-based learning for all students in all grade levels. Teachers use the GLO rubrics to inform their assessment of students to ensure students become engaged, lifelong learners. The GLOs are:

  • Self-directed Learner (The ability to be responsible for one’s own learning)
  • Community Contributor (The understanding that it is essential for human beings to work together)
  • Complex Thinker (The ability to demonstrate critical thinking and problem-solving)
  • Quality Producer (The ability to recognize and produce quality performance and quality products)
  • Effective Communicator (The ability to communicate effectively)
  • Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)

Students in grades K to 6 are evaluated by teachers in the six GLOs. Using the GLO rubric and classroom-based evidence, teachers determine a student’s rating for each GLO which is then communicated to parents via the elementary standards-based report card.

Question #1

Using the GLO assessment, a teacher is asking one question about students: How well did he/she do in meeting my expectations on the GLOs?

  • If a student struggled with meeting the teacher’s expectations on the GLOs sometime throughout the school year (the student needed to improve engagement), the answer to Question #1 is "Yes."
  • If a student did not struggle with meeting the teacher’s expectation on the GLOs, the answer to Question #1 is "No."
  • If the teacher did not assess the student this year, the answer to Question #1 is "I have not issued this student a report card."
Definition of improvement

Teacher-defined improvement is a professional judgment reflecting the student’s behavior. Did the student improve his/her GLO ratings over the course of the school year? Does the student more readily follow instructions? Is the student less distracted? Does the student’s non-verbal communication indicate he/she is paying attention more frequently? Is a student asking more relevant questions or making more relevant comments during classroom discussions? These are all indications that student engagement has improved.

Question #2

  • If Question #1 is marked "No," do not enter a response for Question 2.
  • For students who have struggled with engagement and have improved throughout the school year, the teacher would mark "Yes" on Question 2.
  • For students who have struggled to meet the teacher’s expectations on the GLOs or struggled with engagement and have not improved throughout the school year, the teacher would mark "No" on Question 2.