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Teacher Template 2 -Form Fill

Identification and Background Information
Q01

State
Q02

District
Q03

Block
Q04

School Name
Q05

Type of School
Q06

Interviewer ‍name
Q07

Date of interview

Q08

Interview start time‍
Q09

Interview end time‍

Q10

Name of the respondent to be interviewed

Q11

Phone number

Q12

Gender
Q13

Religion
Q14

Age
Q15

Education
Q16

What is your employment status as a teacher?
Q17

What is your employment status as a teacher at this school?
Q18

In a typical school week, estimate the number of (60-minute) hours you spend on the following for this school.

Q18_1

Teaching of students in school (either whole class, in groups or individually)
Q18_2

Planning or preparation of lessons either in school or out of school (including marking of student work)
Q18_3

Administrative duties either in school or out of school (including school administrative duties, paperwork and other clerical duties you undertake in your job as a teacher)
Q19

How long have you been working as a teacher?
Q20

How long have you been working as a teacher at this school?
Classroom Renovation/Construction
A01

How would you rate the overall quality of the classroom?
A02

How would you rate the quality of the blackboard?
A03

Does the school have grade-specific classrooms?
A04

What is the structure type of the classroom on average?
A05

What is the roof type of the classroom?
A06

What is the floor type of the classroom?
A07

Do the classrooms have desks/chairs for students?
A08

Does the classroom have ceiling fans?
A09

Does the classroom have windows?
A10

Is the classroom well-lit?
A11

Is the classroom well-ventilated?
A12

Does your classroom have the infrastructural capability to support smart classes etc?

A13

Does your classroom have enough resources that aid in teaching like chalk, dusters etc?
A14

Do you feel the classroom is spacious enough to accommodate the class size?
A15

Do you feel the classroom infrastructure facilitates a good learning environment?
A16

Do you feel the school needs beautification?
A17

Does your school have educational paintings on the school walls?
A18

Do you feel the paintings serve the following purpose?
Teacher and HM Professional Development – 21st century skills
B01

Compare Information from different sources before completing a task or assignment.
B02

Draw their own conclusions based on analysis of numbers, facts, or relevant information
B03

Summarize or create their own interpretation of what they have read or been taught.
B04

Analyse competing arguments, perspectives, or solutions to a problem

B05

Develop a persuasive argument based on supporting evidence or reasoning.

B06

Try to solve complex problems or answer questions that have no single correct solution or answer
B07

I have tried to develop students’ critical thinking skills

B08

Most students have learned critical thinking skills while in my class
B09

I have been able to effectively assess students’ critical thinking skills

B10

Work in pairs or small groups to complete a task together.
B11

Work with other students to set goals and create a plan for their team.

B12

Create a joint product using contributions from each student.
B13

Present their group work to the class, teacher or others?
B14

Work as a team to incorporate feedback on group tasks or products.
B15

Give feedback to peers or assess other student’s work
B16

I have tried to develop students’ collaboration skills

B17

Most students have learned collaboration skills while in my class?
B18

I have been able to effectively assess students’ collaboration skills
B19

Structure data for use in written products or oral presentations (for example- creating charts, tables etc)
B20

Convey their ideas using media other than a written paper (for example- posters, videos etc)
B21

Prepare and deliver an oral presentation to the teacher or others.
B22

Answer questions in front of an audience.
B23

Decide how they will present their work or demonstrate their learning?
B24

I have tried to develop students’ communication skills

B25

Most students have learned communication skills while in my class
B26

I have been able to effectively assess students’ communication skills

B27

Use idea creating techniques such as brainstorming or concept mapping?

B28

Generate their own ideas about how to confront a problem or question

B29

Test out different ideas and work to improve them?
B30

Invent a solution to a complex, open-ended question or problem.
B31

Create an original product or performance to express their ideas?
B32

I have tried to develop students' creativity and innovation skills
B33

Most students have learned creativity and innovation skills while in my class
B34

I have been able to effectively assess students’ creativity and innovation skills

B35

Take initiative when confronted with a difficult problem or question
B36

Choose their own topics of learning or questions to pursue
B37

Plan the steps they will take to accomplish a complex task?
B38

Choose for themselves what examples to study or resource to use.

B39

Monitor their progress towards completing a complex task and modify their work accordingly?
B40

Use specific criteria to assess the quality of their work before it is completed?
B41

Use peer, teacher or expert feedback to revise their work?
B42

I have tried to develop students’ self-direction skills

B43

Most students have learned self-direction skills while in my class
B44

I have been able to effectively assess students’ self-direction skills

Teacher and HM Professional Development – ICT and STEM
C01

In your opinion, does innovative STEM teaching (using ICT, and innovative pedagogical approaches) have a positive impact on the following?

C01_1

Students concentrate more on their learning
C01_2

Students try harder in what they are learning
C01_3

Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.)
C01_4

Students understand more easily what they learn
C01_5

Students remember more easily what they’ve learnt
C01_6

Students develop their critical thinking
C01_7

Students become more interested in STEM careers
C01_8

ICT facilitates collaborative work among students
C01_9

ICT improves the class climate (students are more engaged, less disturbing)
C02

Is your use of STEM teaching affected by the following?

C02_1

insufficient number of computers
C02_2

Insufficient number of Internet-connected computers Insufficient Internet bandwidth or speed
C02_3

Insufficient number of interactive whiteboards
C02_4

Insufficient number of portable computers (laptops/notebooks)
C02_5

School computers out of date and/or needing repair
C02_6

Lack of adequate training of teachers
C02_7

Insufficient technical support for teachers
C02_8

Insufficient pedagogical support for teachers
C02_9

Lack of content in national language
C02_10

Lack of pedagogical models on how to teach STEM in an attractive way
C02_11

School time organisation (fixed lesson time, etc.)
C02_12

School space organisation (classroom size and furniture, etc)
C02_13

Pressure to prepare students for exams and tests
C02_14

Lack of interest of teachers
C03

In the past two school years, have you undertaken professional development of the following type and for how long?

C03_1

Introductory courses on Internet use and general applications (basic word-processing, spreadsheets, presentations, databases, etc.)
C03_2

Advanced courses on applications (advanced word-processing, complex relational databases, Virtual Learning Environments, etc.)
C03_3

Advanced courses on Internet use (creating websites/homepage, video conferencing, etc.)
C03_4

Equipment-specific training (interactive whiteboard, laptop, etc.)
C03_5

Courses on the pedagogical use of ICT in teaching and learning
C03_6

Subject-specific training on learning applications (tutorials, simulations, etc.)
C03_7

Course on multimedia (using digital video, audio equipment, etc.)
C03_8

Participate in communities (e.g. online: mailing lists, Twitter, blogs; or face to face: working groups, associations…) for professional discussions with other teachers
C03_9

Personal learning about innovative STEM teaching in your own time
C03_10

Cooperation with industry for the contextualization of STEM teaching (joint development of learning resources, placement in industry...)
C03_11

Other professional development opportunities related to innovative STEM teaching
C04

Do you use a computer / tablet / smartphone and the Internet to update your subject knowledge or undertake personal or professional development in any subject (i.e. whether or not related to the subject you teach)?

C04_1

To actively search for information and update your knowledge (teaching resources, news articles, etc.)
C04_2

To undertake professional development courses
C04_3

To participate in online communities (mailing lists, Twitter, Facebook, blogs…)
C04_4

To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students).
C05

Do your colleagues and head of school share a positive vision about innovative STEM teaching at your school?
C06

In the last 2 years were you given any training on digital teaching practices ?
C07

What type of trainings were you provided?
C08

What was your perception on the following aspect of the training provided?

C08_1

The training content was relevant as per the requirement
C08_2

Training was of sufficient duration
C08_3

Training helped me to adopt and deliver better teaching methods
C09

Do you feel the need of follow-up training on the following ?

C09_1

STEM training (Mapping school syllabus with STEM activities and models
C09_2

Training on use of technology (smart and digital gadgets) in classroom teaching
C09_3

Training to operate Tablet/computer
C09_4

Training through MOOCs
C09_5

Training on MS office Suite
C10

Were you using or knew any of these practices before the training?

C10_1

STEM training (Mapping school syllabus with STEM activities and models
C10_2

Training on use of technology (smart and digital gadgets) in classroom teaching
C10_3

Training to operate Tablet/computer
C10_4

Enrolled in any MOOCs course
C10_5

Training on MS office Suite
C11

Were you able to use the apply the practices taught in the training in your own teaching practice
C12

On a scale of 1-5 how comfortable are you in using Computer?
C13

What types of softwares you use on daily baisis ? (Multiple Responses)
C14

For what purpose you use the computer for ? Response in percentage

C14_1

Teaching
C14_2

Admin work (Attendence, Marks / assessment related)
C14_3

Individual capacity building/ self-learning
C15

Use Technology or the internet for self-instruction (example – Smart Class)
C16

Select appropriate technology tools or resources for completing a task.
C17

Evaluate the credibility and relevance of online resources.

C18

Use technology to analyse information

C19

Use technology to help them share information

C20

Use technology to support team work and collaboration (email exchange, shared documents)
C21

Use technology to give assignments or track their work?
Teacher Perception – Gender and Other Issues
D01

I have received training, or completed professional development, on gender differences in the following ways

D01_1

Instructor-led classroom training

D01_2

Instructor-led virtual training

D01_3

Self paced online or workbook training

D01_4

Professional books, magazines, research articles

D01_5

Professional learning community with fellow teachers
D02

Do you strongly agree, agree, neutral, or disagree or strongly disagree with the following statements.

D02_1

Girls and boys are different in the classroom
D02_2

Boys at this school perceive they are not treated fairly
D02_3

Girls at this campus perceive they are not treated fairly

D02_4

Boys are more active than girls

D02_5

Girls are more active than boys

D02_6

Boys have more off-task behavior than girls
D02_7

Girls have more off-task behavior than boys.
D02_8

There are some subjects in which boys perform better than girls

D02_9

There are some subjects in which girls perform better than boys

D02_10

Girls are more mature than boys at a given grade level

D02_11

Boys are more mature than boys at a given grade level
D02_12

Boys are better student than girls

D02_13

Girls are better student than boys

D02_14

The grading based academic achievement of boys and girls at this school is equal

D02_15

This school has policies that treat boys and girls fairly
D02_16

The perception of parents of students at this school are that boys and girls are treated fairly