Disaggregation of TWC Staff Feedback Data

● KEY: Blue-Consistency Orange-Trust/Transparency Pink -Follow Through Green-Protection of Time Red-Flexibility & Equity Purple-Need to feel valued & seen as professionals Gray: School Leaders
Issues with discipline Issues with raising staff Ideas for admin support for School Issues with leadership support of Ideas for leadership staff
referrals concerns raising concerns/issues Leaders staff support
Some staff feel supported by Some staff feel comfortable & Provide more anonymous
administration when supported by administration to Provide more opportunities for feedback opportunities (Google
addressing discipline concerns. raise concerns/issues. SEL support for staff. SIP/ILT/Admin More transparency from ILT Forms, Concern/Issues Box)
Staff don’t take the time to Some staff feel they will be Admin (Bob, Staff feel admin creates a
report, ask for help, or judged, misrepresented, looked Continuing to provide staff PD. Joyce, Amanda, comfortable environment/culture
collaborate with admin to help down upon, or seen as Also, providing more support to Ericka (last “Teacher choice PLT” doesn’t mean a where issues/concerns can be
support students. unpopular staff during the pandemic. year)) full agenda from leadership addressed.
Feel staff concerns are not ILT Team (Dan, More time for teacher feedback,
Change in admin and staff heard or taken into account Create equity, flexibility, and Liz, Amy, fewer meetings, and to be consulted Provide more transparency
(New staff members) when decisions are made. staff choice in the creation of PD. Mary, Rene) less behind decisions being made.
Provide flexibility & less staff
Time consuming reporting requirements during Grade Level Consistency in how issues are
system required by admin Lack of transparency or trust asynchronous days. Chairs addressed Valuing staff input and concerns
Build staff culture. Provide staff
Lack of Clear Create protocols agreed on by Staff feel their voices are not heard bonding opportunities
expectations/rules with school Staff not taking the opportunity staff for discipline referrals and and they are not “truly” a part of the (team/relationship building,
discipline philosophy. to raise concerns. raising concerns. SIP Reps decision making process. having fun, open door policy)

Lack of consistency in follow Lack of follow through when Create consistency in staff School Leaders Allow less opportunities for staff to be Provide follow through and follow
up after a discipline concern issues/concerns are brought up appreciation & limiting extra @ District a part of the decision making process. up meetings/sessions on staff
has been addressed. by staff. staff tasks.. Levels Admin should make the decisions. concerns.

Staff feel no real consequences
are enforced for discipline
referrels.
There needs to be more
opportunities for staff input on
dealing with discipline issues.
Staff feel they get a temporary
fix or students are rewarded
then returned to class for
discipline referrals.
Admin are spread thin or they
don’t have a say in how to
enforce district/state policies to
deal with discipline
More flexibility to have Team
Elite & Kid Talks to to support
students.
Some staff feel more Continue to provide anonymous Support Staff Provide more opportunities for staff to Monthly/Quarterly check ins
comfortable with different opportunities to express (Tasha, Mary, be a part of the decision making with PLTS (temp check, culture
admin. concerns. and Miranda) process. check)
Admin should be more Share survey results for all staff Confidentiality causes Acknowledging/respecting staff
approachable, consistent, to have the opportunity to miscommunication with classroom are individuals and good teaching
reliable, and supportive. review. ILT/Admin teachers. looks different for some staff.
COVID creates uncertainty and Admin should focus and be aware
staff feel decisions are made by Front Office of how staff are treated or how
the school board and they have Take into consideration all of the Staff (Danielle, Not enough time for staff check-ins decisions may affect them
no say. outside obligations staff have. Karen, Nikkia) and kid talks. personally.
High levels of professionalism Provide a less time consuming People you go Not enough equity & flexibility
among admin can cause process because staff’s plates are to get answers among planning times, PLT Making sure support/ILT staff
rigidity and feel less full and don’t have the extra time to your expectations, & use of support staff for explain and define their roles so
approachable. to raise concerns. questions. intervention. staff know who to reach out to.
PLTs enjoy admin visits/ checks Building relationships with staff Support staff’s communication with
ins. Staff want more time for so they feel comfortable to raise staff is not supportive or given the Consistency with admin should
admin to join PLTs. concerns. Everyone! time to be addressed. align their mindset and beliefs.

Behavior charts have allowed

rewards for students to do Some staff feel trust, Admin consistently District requirements don't allow Admin makes sure students know
things they are “supposed” to do transparency, time, space, and communicating & being staff to have fun with their students. who they are so when they visit
and it puts extra work on opportunities are given to transparent on decisions/ plans Admin/School They feel bogged down by district classrooms, students know who
homeroom teachers. express their concerns/issues. that affect staff. Board requirements. they are
 Summary of Staff Responses Related To The Following Primary Areas of Deficit on the TWC were:
● Discipline
● Raising Staff Concerns
● General Support by Leadership (Defined by most as Admin/ILT/LeaderSIP team)

Staff need to feel

valued & seen as
Consistency Trust/Transparency Protection of Time professionals Follow Through Flexibility and Equity
Provide easy and less
Admin need to time consuming Acknowledging,
consistently processes for staff: recognizing, and
New admin/staff communicate and be including how staff respecting staff and Lack of follow through Flexibility and less
Consistency with transparent through raise concerns/issues their ideas as or closing the feedback requirements for staff
aligning their beliefs the decision making and complete discipline individual loop with staff especially during
and mindsets) process. referrels. professionals. concerns asynchronous days
Recognize and take into Building staff
consideration all of the relationships , trust, Provide follow up Providing staff PD with
Defining and sharing Confidentiality creates outside obligations and transparency with meetings/sessions on flexibility and equity in
support/ILT staff roles miscommunication staff have staff. staff concerns. mind
Provide SEL support
Staff feel they will be and team Providing flexibility
Consistency in how judged, misrepresented, building/bonding Admin joins and equity among PLT
discipline referrals or looked down upon, or activities for staff. Also, Monthly/Quarterly to requirements, planning
staff concerns were seen as unpopular if Staff want fewer admin should take into have check ins with times, and use of
addressed (Temporary they share their meetings and to be consideration how PLTS (temp check, intervention staff for
fix, not long term) concerns. consulted less decisions affect staff culture check) support.
Continue to provide Flexibility to not have
More consistent staff anonymous to follow district
appreciation and High levels of opportunities (ex: guidelines to a tee so
limiting the extra tasks professionalism can Provide support for the surveys) and team/PLT staff can have fun and
staff have to do or cause rigidity and staff time consuming monthly check ins for Staff need consistency not feel bogged down
reduce redundancy of only feel comfortable discipline reporting staff to express or follow up with by district
tasks. with certain admin system concerns. discipline referrals requirements.
Need consistency and
clearer Voices and concerns More flexibility in the
expectations/procedur are not heard or a part Protecting teacher time Follow through with schedule to have Team
es for reporting and of the decision making to be able to provide Continue to provide sharing out feedback Elite and Kid Talks to
dealing with student process. Some staff feel staff with more staff PD that supports survey results so all work with a larger
discipline and staff decisions are opportunities to staff needs and staff can hear other team to support
concerns. predetermined. support students providing staff choice. staff’s voices. students
Actions:
1. Consistency (Joyce)
a. Bob/Joyce/Amanda will discuss student issues and each administrator will work to respond in a consistent manner using
discipline/SEL philosophy as the driver for decisions and to ensure a common discipline philosophy is carried through.
b. Admin will review with staff Feb 16 workday the SIRS referral process so there is a common understanding of how to complete an
entry. (Admin recognizes that SIRS on ECATS is not as user friendly as the paper referral but the digital recording of the data is required
by WCPSS in part as a response to the systemic complaint pertaining to the disproportionality of black and Latino students with
referrals/suspensions.)
c. Admin will enter monthly staff appreciations events to ensure consistent recognition.
d. Admin will review with LeaderSIP using LeaderSIP Feedback Chart where task redundancy can potentially be eliminated while
recognizing many tasks are directives initiated by WCPSS.
e. Admin will review roles of different staff members from Admin/Front office/ILT
i. Graphic of Team and Leadership structures for WES
ii. Position descriptions of support staff
2. Trust/Transparency (Bob)
As an administrator this can be a challenging balancing act. Sometimes the full background/issue can’t be shared due to confidentiality/HR issues.
Some staff want to be consulted less/spend less time involved in meetings/providing feedback while others desire further role in decision making.
However, Admin has initiated multiple steps Aug-Dec 2020 to engage staff in decision making while also working to maintain an open communication
loop.
Current decision making/staff input tools/process being implemented by Admin to increase trust/transparency and collaborative decision making
a. LeaderSIP members met (and had time compensated) for two days prior to the start of the workdays in August to build structures for
teaching Plan B/VA students
b. Admin created an Anonymous Q&A tool for staff where questions/concerns could be shard regarding students returning to the
building in Oct
c. Admin created survey WES Return of Plan B Students PLT Feedback to gather input regarding staff concerns for return of students to
the building and potential actions to take
d. PLT’s in November were asked to reflect on Grades and Attendance. for the first quarter.
e. Principal met with every PLT and then LeaderSIP team met in December to discuss and plan for 2nd semester structures for teaching Plan A
and VA students
f. This survey was sent to staff on December 10 for a pulse check on the first semester regarding health protocols and instructional effectiveness
while also gaining input on elective format/delivery 2nd semester.
i. 97% of staff felt effective as a VA/Plan A Teacher
ii. There was a 50% split of staff feeling that heath protocols have/haven’t been followed/supported to provide for their health and well
being
iii. 88% feel concerned/nervous about having students in the building 2nd semester
iv. Majority of staff believe delivering electives as we have in the first semester (only specialists teaching electives and not changing
classes) is the best way to proceed for the 2nd semester given that 70% of Washington’s students will be in Virtual Academy.
Wonder….For staff to feel valued or that their input is legitimate what needs to further take place? Is it Admin response to input? Is it belief that all/most
decisions are predetermined?
3. Followthrough (Joyce)
a. Some staff suggested having admin do monthly/quarterly PLT pulse checks and to provide follow up to staff concerns. (Teams complete using
LeaderSIP Feedback Chart
b. For discipline/behavior concerns admin needs to articulate the process Admin will review with staff Feb 16 workday
4. Flexibility/Equity and protection of time (Bob)
a. 4 unprotected, 8 protected work days throughout the year
b. 50%-60% of PLT’s are team choice
c. Protection of Remote Learning days. These days were established by the district for collaborative work for PLTS. 2 hours of the day is
dedicated team work. Admin recognizes that time in December was taken with meetings/work sessions to modify teaching structures for the
2nd semester.