{"id":10428,"date":"2021-12-23T12:22:10","date_gmt":"2021-12-23T17:22:10","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=10428"},"modified":"2021-12-23T12:23:33","modified_gmt":"2021-12-23T17:23:33","slug":"representativeness-of-the-2020-21-district-wide-teacher-principal-assistant-principal-and-support-staff-survey-results","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2021\/12\/23\/representativeness-of-the-2020-21-district-wide-teacher-principal-assistant-principal-and-support-staff-survey-results\/","title":{"rendered":"Representativeness of the 2020-21 District-Wide Teacher, Principal, Assistant Principal, and Support Staff Survey Results"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]The District-Wide Survey (DWS) program measures five key topics related to school<br \/>\nimprovement\u2014climate, instruction, leadership, professional capacity, and<br \/>\nparent\/guardian-community ties, while allowing respondents to share their perspectives<br \/>\nand provide feedback about how they experience and perceive their schools. This<br \/>\nresearch brief answers two questions about the representativeness, or external validity,<br \/>\nof the teacher, principal\/assistant principal, and support staff responses from<br \/>\nthe 2020-21 school year:<\/p>\n<ul>\n<li>How closely do teacher, principal\/assistant principal, and support staff DWS<br \/>\nrespondents reflect the demographic characteristics (race\/ethnicity and gender)<br \/>\nof all teachers, principals, assistant principals, and support staff employed at<br \/>\nDistrict schools?<\/li>\n<li>How closely does the distribution of teacher, principal\/ assistant principal,<br \/>\nand support staff DWS respondents across school levels (elementary, middle, and<br \/>\nhigh) reflect the distribution of all teachers, principals, assistant principals,<br \/>\nand support staff employed at District schools?<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2021%2F12%2F2020-21-Staff-DWS-Representativeness-Focus-Brief-December-2021.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The District-Wide Survey (DWS) program measures five key topics related to school improvement\u2014climate, instruction, leadership, professional capacity, and parent\/guardian-community ties, while allowing respondents to share their perspectives and provide feedback about how they experience and perceive their schools. This research brief answers two questions about the representativeness, or external validity, of the teacher, principal\/assistant principal, and support staff responses from the 2020-21 school year.<\/p>\n","protected":false},"author":23069,"featured_media":10123,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[292,288],"tags":[],"class_list":["post-10428","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-district-wide-survey-dws","category-surveys"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/10428","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/23069"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=10428"}],"version-history":[{"count":11,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/10428\/revisions"}],"predecessor-version":[{"id":10472,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/10428\/revisions\/10472"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/10123"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=10428"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=10428"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=10428"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}