Directions for completing the
Administrator Survey:
The survey asks for three types of reporting for each indicator: current status reflects the situation for your school, classrooms, or teachers at this time; relative importance reflects the situation for your school, classrooms, or teachers as you believe they should be ideally; and the comments section allows you to include any ideas or thoughts pertaining to that indicator. Ratings are based on the following scale:
1 You strongly disagree that the indicator is descriptive of the typical teacher, classroom, or situation in your school.
2 You disagree that the indicator is descriptive of the typical teacher, classroom, or situation in your school.
3 You are neutral as to whether the indicator applies to the typical teacher, classroom, or situation in your school.
4 You agree that the indicator is descriptive of the typical teacher, classroom, or situation in your school.
5 You strongly agree that the indicator is descriptive of the typical teacher, classroom, or situation in your school.
Administrator’s opinions of technology development in the district, school, & classroom:
1) Technology helps students become active learners
2) Technology helps students become players and communicators in a global village
3) Technology allows students to engage in knowledge building on a worldwide stage
4) Technology planning is guided by desired learning outcomes recognized by the school and its community
5) Technology skills are defined for all students
6) Technology is integrated throughout the curriculum to achieve higher standards and more effective teaching
7) All teachers use technologies effectively in their everyday teaching
Administrator’s vision for school/district improvement through effective use of technology:
8) Has a vision for how the district, school, or classroom can be improved through the effective use of technology
9) Visits model sites which have implemented successful, technology-supported change initiatives
10) Collaborates with other administrators who have implemented successful, technology-supported change initiatives
11) Understands major obstacles to achieving successful, technology-supported change initiatives
12) Has a broad range of strategies for overcoming obstacles
Administrator’s support for staff development:
13) Considers staff development to be of critical importance
14) Provides staff with non-negotiable reasons to use technology
15) Assists teachers in seeking out community resources for technology-supported projects
16) Encourages collaborative activity between teachers to enhance staff development
17) Provides one-on-one support from the school’s technology coordinator for the teacher
18) Has a strategic plan for staff development that helps teachers integrate technology effectively into the classroom
19) Includes staff development as a significant item in the technology development budget
20) Provides multiple options for staff development opportunities that result in greater understanding of technological applications to the classroom
Administrator’s name: __________________________
Current Status Relative
Importance Comments
1) 1 2 3
4 5 1 2 3
4 5
2) 1 2 3
4 5 1 2 3
4 5
3) 1 2 3
4 5 1 2 3
4 5
4) 1 2 3
4 5 1 2 3
4 5
5) 1 2 3
4 5 1 2 3
4 5
6) 1 2 3
4 5 1 2 3
4 5
7) 1 2 3
4 5 1 2 3
4 5
8) 1 2 3
4 5 1 2 3
4 5
9) 1 2 3
4 5 1 2 3
4 5
10) 1 2 3
4 5 1 2 3
4 5
11) 1 2 3
4 5 1 2 3
4 5
12) 1 2 3
4 5 1 2 3
4 5
13) 1 2 3
4 5 1 2 3
4 5
14) 1 2 3
4 5 1 2 3
4 5
15) 1 2 3
4 5 1 2 3
4 5
16) 1 2 3
4 5 1 2 3
4 5
17) 1 2 3
4 5 1 2 3
4 5
18) 1 2 3
4 5 1 2 3
4 5
19) 1 2 3
4 5 1 2 3
4 5
20) 1 2 3
4 5 1 2 3
4 5
Questions for the Administrator
1) How would you define staff development?
2) When should staff development take place?
3) Should principals take part in staff development opportunities?
4) What support is offered to your staff following staff development sessions?
5) Do you offer your staff a choice in the types of staff development opportunities they have?