Shirley Moliga

Grand Canyon University: EDU 586

Heather Hamtil

11/01/2023
Need Assessment Survey

https://docs.google.com/forms/d/e/
1FAIpQLSfCmU98RJKWEAXUnMv1zkR8QvcnCXXNa15NTgWPoJNZQe7dcA/viewform?
usp=sf_link

Satisfaction Survey
https://docs.google.com/forms/d/e/
1FAIpQLSeteFMne1NLvXn_icZthErnkp6oX9xWZaVJHvN_CAEn0lhGkg/viewform?
usp=sf_link

Relevant Topics for School District

The specific areas of concern that many educators face and ask for help with fur-

ther developing their own unique teaching techniques and practices in order to better

serve the learning community are the key issues selected for the Needs Assessment Sur-

vey. These fifteen expert improvement topics will help educators implement resources

and procedures to increase student achievement overall and prepare students for real-

world situations by providing them with opportunity for dynamic growth. As students get

to rate the points in order of relevance based on their own individual learning experi-

ences, educators will all play a crucial role in the organizing procedures. According to

Macias, Personal learning experiences are crucial for teachers to reclaim leadership and

reposition themselves at the center of their school communities, enabling them to carry

out and design change. ( Macias, 2017).

 Learners' Right and Teacher Responsibilities Law

The survey is a collaborative tool for staff to voice their needs and satisfaction,

ensuring educational equity for teachers. It ensures fairness and equal opportunity for

success, ensuring personal and social circumstances do not hinder educational potential.

Professional development provides reliable and resourceful information, ensuring educa-

tional equity for teachers. Teachers are responsible for seeking further education to im-

prove their teaching and classroom skills. Engaging in professional development allows

teachers to master teaching and classrooms, ensuring students receive a well-equipped

teacher who can handle various aspects of daily tasks. Overall, the survey promotes edu-

cational equity and ensures teachers are well-equipped to meet the needs of their students.

FAPE or Free Appropriate Public Education, is a law that ensures students' free-

doms and educators' responsibilities in providing educational support for all students, re-

gardless of disabilities. It includes special education services tailored to meet unique edu-

cational needs of students with disabilities. The school I work in follows the Family Edu-

cational Rights and Privacy Act (FERPA), which protects parents' rights until their child

is 18. Both FAPE and FERPA require teachers to provide an education that promotes

equal opportunities for all students to reach their full potential (Conroy & Yell, 2019).

Tools to Elicit Valid and Reliable Data

PD’s helped to narrow down the issues for the Needs Assessment Survey to think

about the many professional development sessions that were held at my school and the

surrounding area. These expert advancement themes are meant to support bolstering
teaching strategies and practices, as many of my colleagues struggle with procedures and

exercises to maintain student commitment levels and increase their student affinity. An

additional concept to encourage reliable and authentic information would include. Ac-

cording to Pharis and Moore, Teachers and principals are working together to develop

and implement student growth goals, providing feedback on teacher instructional effec-

tiveness.

Conclusion

The surveys used in research serve a higher purpose by providing accurate and

meaningful data on teachers' feelings, needs, and support for students' success. Validity is

crucial as it determines the survey questions and ensures researchers use questions that

accurately measure the issues of importance. As teachers, we must continue our educa-

tion to be the best. Professional development and continuing education help us perfect

our teaching and classrooms and guarantee our pupils have a well-equipped teacher who

can handle various daily challenges.

 Reference
Conroy, T., & Yell, M.L. (2019). After Endrew F. V. Douglas County School District (2017),
free
correct public education. Touro Law Review 35(1):101-169.

A. Macias (2017). Teacher-led professional development: a bottom-up structure proposal.

International Journal of Teacher Leadership 8(1):76-91.

T. J. Pharis, E. Wu, S. Sullivan, and L. Moore (2019). Professional development implica-

tions of teacher professional growth and effectiveness system deployment in rural Kentucky sec-
ondary schools. Educational Research Quarterly 42(3):29-48.