G i l b e r t P u b l i c S c h o o l s S t a f f C l i m a t e S u r v e y A n a l y s i s

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1 G i l b e r t P u b l i c S c h o o l s S t a f f C l i m a t e S u r v e y A n a l y s i s A C o o p e r a t i v e P r o j e c t b e t w e e n T H E G I L B E R T P U B L I C S C H O O L S, T H E S A N F O R D I N S P I R E P R O G R A M, a n d A R I Z O N A S T A T E U N I V E R I S T Y S M A R Y L O U F U L T O N T E A C H E R S C O L L E G E

2 T A B L E O F C O N T E N T S P U R P O S E A N D S C O P E p. 3 E X E C U T I V E S U M M A R Y p. 4 S T R E N G T H E S, V U L N E R A B I L I T I E S p. 6 & R E C O M M E N D A T I O N S C O M M U N I C A T I O N p. 7 M O R A L E p. 9 P R I D E p. 1 1 R E L A T I O N S H I P S p. 1 3 R E S P E C T p. 1 5 A C C E S S p. 1 7 T O P L I N E R E P O R T p. 1 9

3 P U R P O S E A N D S C O P E P a g e 3 The purpose of the staff survey was to provide a baseline assessment in a variety of categories. This year s survey includes 2160 completed surveys. Of those staff who responded to the survey, 1.4% reported working in the district for less than one year, 13.2% for 1 to less than 3 years, 11.2% for 3 to less than 5 years, 22.6% for 5 to less than 10 years and 51.6% for more than 10 years. Additionally, 2.6% identified their category as Maintenance and Operations, 0.8% as Community and Health, 0.9% as Business, 1.6% as Academic Support, 2.4% as Special Education, 41.6% as Elementary School, 11.9% as Junior High School, 22.9% as High School and 15.2% are unknown. *The following groups make up each work category: Academic Support : Academic, Superintendent, Technology Business : Administrative, Business, Financial, Talent Management Campuses: All elementary, junior high and high schools in the district. Community & Health : Community Education, Community Relationships, Health Maintenance & Operations: Transportation, Maintenance & Operations, Property Management, Science Warehouse, Security, Warehouse, Copy Repair/Print Shop, Food Special Education: Special Education, Vocational Career & Technical Education The Staff Survey was conducted March 4, 2015 March 16, 2015 with all staff of all schools in the Gilbert School District. Online survey invitations were ed directly to staff. The s contained a unique survey access code that could only be used once. The report was written and prepared by the staff of the Sanford Inspire Program in the Mary Lou Fulton Teachers College at Arizona State University. This report reflects the observations of the author(s) and does not necessarily reflect those of the Mary Lou Fulton Teachers College, Arizona State University or the Gilbert School District. For questions about the report or contents within, please feel free to contact the Sanford Inspire Program at sanfordinspireprogram@asu.edu or (602)

4 S T R E N G T H S, V U L N E R A B I L I T I E S, & R E C O M M E N D A T I O N S P a g e 4 The following sections contain an expansive analysis of the data collected by the Gilbert Public Schools from more than 2,100 staff members on 25 items including:, Strengths, Vulnerabilities & Recommendations, Communication, Morale, Pride, Relationships, Respect and Access. Because of the high response rate, we believe we have accumulated enough data to discern some positive and negative areas in which a majority of staff members in the Gilbert Public Schools are in agreement. Tenure affects opinion in many areas The longer staff reported working in the district, the less they felt they had access to the tools they needed, the less satisfied they were with the cleanliness of their work site, and the less satisfied they were with their compensation. We find this trend in morale on the part of teachers and support staff as well as feeling respected by office personnel and the school board. In the exact opposite, we find that those who report working for the district for less than a year agree in the highest levels that they have access to the tools they need, have access to opportunities for professional growth, can talk to a building administrator if needed, are satisfied with the communication they receive, look forward to coming to work every day, have pride in their school, that their site is a positive place to work and learn, and that teachers work well together to plan lessons and activities, among many other statements. Special Education, difference of opinions is largely statistically significantly. In general, levels of agreement amongst those categorized as *Special Education were low across several of the constructs measured. For instance, those in the Special Education category agreed in much lower levels than the rest of staff to statements about access to the tools they need (14 percentage points lower), compensation (6 percentage points lower), access to professional growth opportunities (17 percentage points lower), communication from their work site (17 percentage points lower), and morale in general. They did, however, report the highest levels of agreement of any group that students at their site have pride in their school and that their colleagues are helpful and respectful. In all but access to tools, professional growth and communication, these opinions were also statistically significant, meaning that the difference of opinions between Special Education staff and other work categories is not random in many cases, but quite noteworthy, particularly in relation to morale. People who work at my work site care about students is the most agreed to statement in the entire survey. Just over 99% of staff agree or strongly agree that those who work at their site care about students. While tenure seems to have no significant affect upon the level of agreement, those in elementary, junior and high school show a significantly positive relationship (p<.01). I am appropriately compensated for the work I do is the least agreed to statement in the entire survey. Only 15.8% of staff agree or strongly agree they are compensated appropriately for the work they do. We find a negative relationship between tenure and agreement, with those reporting more than 5 years in the district (12.5%) agreeing to the statement a full 25 percentage points lower than those in their first year in the district (37.9%). In fact, we * Please refer here for questions about which work sites are included in the work categories we report on throughout the analysis in the following pages.

5 S T R E N G T H S, V U L N E R A B I L I T I E S, & R E C O M M E N D A T I O N S P a g e 5 find a statistically significant negative relationship between these variables (p<.01). We also find, as noted previously, that Special Education (9.6%) and high schools (11.7%) agreed to the statement in the lowest numbers. Special Education, elementary, junior and high school responses show a statistically significant negative relationship at the p<.01 level, however, *Maintenance & Operations, *Community & Health, *Business and *Academic Support do not. Morale is perceived low, but staff looks forward to coming to work every day While only 1 in 3 staff members would agree or strongly agree morale is high for teachers and support staff, 8 in 10 look forward to coming to work every day. We find morale is perceived to be low because those categories where teachers are most likely to identify (elementary, junior, high school) actually show the highest levels of agreement that morale is high on the part of the teachers. Whether perceived or real, staff still report in extremely high levels enjoyment working at their site (93.6%). Staff feels valued and respected in most relationships Over 9 in 10 staff members would agree or strongly agree teachers work well together to plan lessons and activities; their colleagues are respectful and helpful; the site encourages respect between staff, parents and students; and they feel valued/respected by their admin and colleagues. Less than half feel valued and respected by the school board. We find evidence of respectful relationships from staff opinions with various partners, the exception being the school board. From the Assistant Superintendent/Chief Talent Officer: The 2015 Staff Survey is a glimpse into the work climate of our staff. We were interested in finding out what our staff thinks we are doing well and where they feel as a whole we need to improve in order to best serve our students and community. The format, which is commonly used in staff perceptions surveys was designed by a stratified group of classified, certified and administrative employees. This group which consisted of the following employees: Lindsay Bingham (Certified), Lynn Emerson (Classified), Jeffrey Fox (Certified), Erika Hatcher (Classified), Peggy Lawson (Classified), Susan Lee (Classified), Elwin Longnion (Classified), Steve McDowell (Administrator), Shawn McIntosh (Administrator), Jessica Mead (Certified), Jeffery Miller (Administrator), Susan Morey (Certified), Jennifer Morrison (Certified), Jennifer Murphy (Administrator), Judy Rickert (Classified), Joy Robbins (Certified), Mitzi TimlinEscobar (Administrator), Deidre Turner (Classified) and Jodi Valenti (Classified) and myself. While this report provides useful insight for administrators, the goal of this project was not simply to produce a report, but rather to use the data to make informed decisions in an everlasting effort to better our district. The 2015 Gilbert Staff Survey serves as a benchmark for comparison as we track changes in the district over time. Our staff has told us about their work, including their struggles and success, and it is now incumbent upon us to respond in a manner that supports our strengths while simultaneously addressing our vulnerabilities. Dr. Suzanne Zentner, Ph.D., MBA Assistant Superintendent/Chief Talent Officer Gilbert Public Schools *Please refer here for questions about which work sites are included in the work categories we report on throughout the analysis in the following pages.

6 S T R E N G T H S, V U L N E R A B I L I T I E S, & R E C O M M E N D A T I O N S P a g e 6 Strengths Major areas of strength highlighted in the responses to the 2015 staff survey include: 1) Staff, particularly teachers, report caring about students in overwhelmingly high numbers. 2) First-year staff in the district feel well supported in almost every area covered by the survey, particularly in access to the tools they need, opportunities for professional growth, and communication with administration. 3) Staff feel respected by colleagues and administration at their work site. They also report feeling their work site encourages respect between staff, parents and students. Vulnerabilities While there were numerous strengths to highlight in the results of the staff survey, 3 vulnerabilities identified by staff responses include: 1) Special education staff report much lower levels of agreement to having access to the tools they need, compensation, access to professional growth opportunities, communication from their work site and morale. 2) Attitudes towards compensation are low, and are statistically correlated in a significantly negative way to tenure. The longer staff report being in the district, we can predict the less satisfaction they report with their compensation. 3) Staff feel valued and respected by their colleagues, parents, students and administration, but much less so by their school board. Recommendations When examined with the above areas of strength and weakness, researchers were able to put forth the following four recommendations: 1) Dive deeper into the statistically significant differences of opinion special education staff have from the rest of staff. We recommend more open-ended opportunities for those in this category to express more specifically how the district could make them feel more supported and how their morale could be improved. 2) Examine pay structures for those who stay in the district. As we noted previously, we can predict that, on average, those who are in the district longer feel less satisfied with their compensation. While budgets continue to be tight for school districts, perhaps focus groups with longertenured staff could reveal other ways in which staff may feel more fairly compensated without affecting budgets. 3) Provide opportunities for staff to discuss why they do not report the same level of value and respect from their school board as they do with their peers and administration. Clear drop-offs in agreement to this statement occur for those reporting over 1 year in the district and included in the Business, Special Education and High School categories. Focus groups with staff in the intersections of these areas could be compared to those outside those areas to identify how to remedy and rebuild that relationship moving forward. 4) Highlight the fact that over 99% of all staff agree or strongly agree that those who work in their site care about students. Even more exciting is the fact that the categories where teachers were most likely to identify (elementary, junior and high school) showed a statistically significant, positive relationship with this question, making it clear that teachers in the district care about students. Whether this is highlighted on the district website or perhaps included in an existing newsletter, we recommend showing the district s use of data and the quality staff it employs.

7 C O M M U N I C A T I O N P a g e 7 C o m m u n i c a t i o n W i t h Over 9 in 10 staff members, on average, agree or strongly agree their building administrator is someone they can talk to if needed. Staff reporting less than a year with the district agrees in highest numbers (93.3%) along with those reporting to work high schools (93.5%), junior high schools (94.5%) and elementary schools (92.5%). Staff reporting the lowest levels of agreement include: Academic Support (62.5%) and Maintenance & Operations (79.2%). These two groups were 10 to 30 percentage points below the average. C o m m u n i c a t i o n F r o m Large majorities (86.5%) of staff report they agree or strongly agree satisfaction with the communication they receive from their work site. Those reporting less than a year with the district once again agree in the highest numbers (90%), along with those reporting to work junior high schools (93.2%). Staff reporting the lowest levels of agreement include: Business (47.4%), Academic Support (52.9%) and Maintenance & Operations (59.6%). Business are 40 percentage points below the average.

8 C O M M U N I C A T I O N P a g e 8 Tenure Demographics Percent of Gilbert Staff who think their building administrator is/are someone they can talk to if needed 1 Percent of Gilbert Staff who are satisfied with the communication they receive from their work site 2 Percent of Gilbert Staff who think their work site has clear rules and consistent policies 3 Less than 1 year 93.3% 90.0% 93.3% 1 to <3 years 91.1% 86.2% 86.1% 3 to <5 years 91.2% 85.7% 87.4% 5 to <10 years 91.0% 87.0% 86.1% 10+ years 92.3% 86.4% 83.5% Work Site Maintenance & Operations 79.2% 59.6% 62.5% Community & Health 82.4% 75.0% 82.4% Business 94.4% 47.4% 73.7% Academic Support 62.5% 52.9% 60.6% Special Education 83.7% 69.2% 77.6% Elementary Schools 92.5% 89.8% 89.9% Junior High Schools 94.5% 93.2% 89.7% High Schools 93.5% 87.4% 81.3% Unknown 91.3% 84.0% 81.6% Overall Average 91.8% 86.5% 85.0% 1, 2, 3 Percent of Gilbert Staff who reported they agree or strongly agree

9 M O R A L E P a g e 9 T e a c h e r M o r a l e E n j o y W o r k S i t e D a i l y Overall, staff show low levels of agreement that morale on the part of teachers is high as less than 1 in 3 would agree with this statement. An examination of the tenure of the staff member responding shows large discrepancies between those reporting less than a year (63.0%) in the district and those reporting more than 5 years (27.1%) in the district. Additionally, analysis of the work category shows large differences. The highest levels of agreement are with those belonging to the junior high school (40.2%) and elementary school (35.0%) categories, while the lowest agreement levels can be found in Business (0%) and Special Education (14.9%) S u p p o r t S t a f f M o r a l e Staff also report low levels of agreement that morale on the part of support staff is high as only 1 in 3 would agree with this statement. Again, tenure shows a dramatic difference as those with less than a year (69%) with the district are 46 percentage points higher in agreement to this statement than those with over 10 years (23%) with the district. Staff agree or strongly agree enjoying their worksite (93.6%) and looking forward to coming to work every day (87.3%) in overwhelmingly high numbers. Work category once again shows a difference as those in Community & Health (5.9%) agreed in much lower numbers than the average (31.3%). A d m i n i s t r a t o r M o r a l e Over half of all staff agree or strongly agree morale on the part of the administrators is high. 8 in 10 of those in their first year with the district agreed with the statement. Additionally, well over half of those in elementary, junior, and high schools agreed while only a third of Academic Support and Community & Health agreed.

10 M O R A L E P a g e 10 Tenure Demographics Percent of Gilbert Staff who look forward to coming to work every day 1 Percent of Gilbert Staff who believes morale on the part of teachers is high 2 Percent of Gilbert Staff who believe morale on the part of support staff is high 3 Percent of Gilbert Staff who believe morale on the part of administrators is high 4 Percent of Gilbert Staff who enjoy working at their site 5 Less than 1 year 93.1% 63.0% 69.0% 80.8% 100% 1 to <3 years 90.2% 52.8% 59.3% 76.2% 93.6% 3 to <5 years 89.0% 34.2% 35.1% 64.8% 92.5% 5 to <10 years 86.2% 27.1% 29.9% 52.0% 92.9% 10+ years 86.5% 22.3% 23.0% 46.3% 93.9% Work Site Maintenance & 82.1% 36.0% 35.8% 59.1% 78.9% Operations Community & Health 94.1% 23.1% 5.9% 31.3% 94.1% Business 94.4% 0.0% 11.1% 47.1% 100% Academic Support 78.8% 19.2% 26.5% 31.0% 85.3% Special Education 70.8% 14.9% 15.7% 27.1% 84.0% Elementary Schools 90.0% 35.0% 37.1% 58.1% 95.4% Junior High Schools 88.8% 40.2% 43.6% 59.1% 93.8% High Schools 86.0% 20.4% 23.3% 51.2% 93.7% Unknown 84.1% 21.7% 23.0% 50.7% 92.5% Overall Average 87.3% 29.3% 31.3% 54.2% 93.6% 1, 2, 3, 4, 5 Percent of Gilbert Staff who reported they agree or strongly agree

11 P R I D E P a g e 11 P o s i t i v e P l a c e t o W o r k & L e a r n Nearly 9 in 10 staff agree or strongly agree that their work site is a positive place for them to work and learn. While overall ratings do not vary tremendously by tenure, there is a slight decrease in levels of agreement as tenure increases from less than year (93.3%) to more than 10 years (87.4%). More variation can be seen in levels of agreement by work category. The highest levels of agreement can be found with those who identified themselves as Community & Health (94.1%), elementary school (92.7%), and junior high school (91.0%) while lowest levels of agreement can be found with those identifying as Business (70.6%), Special Education (72.0%) and Maintenance & Operations (73.7%). The groups with lowest levels of agreement are about 15 percentage points lower than the overall average for this statement (88.5%). S t u d e n t P r i d e Staff report extremely high levels of agreement to the statement students at their work site have pride in their school (90.8%). While little variance is observed by tenure, some can be seen in work category. Clear decreases in agreement can be seen from elementary schools (92.7%), to junior high schools (91.0%) to high schools (85.7%). S t a f f P r i d e Over half of all staff agree or strongly agree moral on the part of the administrators is high. 8 in 10 of those in their first year with the district agreed with the statement. Additionally, well over half of those in elementary, junior, and high schools agreed while only a third of Academic Support and Community & Health agreed.

12 P R I D E P a g e 12 Demographics Percent of Gilbert Staff who think staff at their work site have pride in their school 1 Percent of Gilbert Staff who think students at their work site have pride in their school 2 Percent of Gilbert Staff who think their work site is a positive place for them to work and learn 3 Tenure Less than 1 year 96.3% 88.9% 93.3% 1 to <3 years 93.8% 92.4% 89.6% 3 to <5 years 94.9% 92.9% 90.8% 5 to <10 years 94.4% 91.6% 88.8% 10+ years 94.5% 89.7% 87.4% Work Site Maintenance & Operations 75.7% 85.7% 73.7% Community & Health 100% 90.0% 94.1% Business 88.9% n/a % Academic Support 94.7% 83.3% 69.7% Special Education 84.2% 97.1% 72.0% Elementary Schools 95.6% 95.2% 92.7% Junior High Schools 97.3% 90.4% 91.0% High Schools 92.1% 80.9% 85.7% Unknown 96.1% 94.3% 86.6% Overall Average 94.5% 90.8% 88.5% 1, 2, 3 Percent of Gilbert Staff who reported they agree or strongly agree 4 No responses from *Business for this item

13 R E L A T I O N S H I P S P a g e 1 3 R e l a t i o n s h i p s w i t h S t u d e n t s Overall, very high levels of agreement are reported by staff to the statements that people at their work site care about students (99.1%) and that staff and students have strong relationships at their work site (95.4%). Additional analysis shows important differences in agreement between the two related statements by tenure. Responses are extremely consistent, although a 4 percentage point difference between questions is noted as consistent. By work category, overall agreement is very high. In fact, Academic Support agreed unanimously with both statements. Elementary Schools also saw one of the smallest differences in reported agreement between the statements (2.2 percentage points). The largest differences in agreement to the statements were reported by those in High Schools (6.9 percentage points) and Special Education (9.9 percentage points). This means they felt strongly that staff care about students, but much less so that staff and students have strong relationships. R e l a t i o n s h i p s w i t h C o l l e a g u e s Again, overall there are high levels of agreement reported by staff to the statements that teachers work well together to plan lessons and activities (93%) and colleagues are helpful and respectful (95.6%). Additional analysis shows important differences in agreement between these two related statements as well. By work category, overall agreement is very high. Again, Academic Support agreed unanimously with both statements, and elementary schools saw one of the smallest differences. Maintenance & Operations was the only category to agree more strongly that teachers work well together (100%) and that their colleagues are helpful and respectful (87.7%). The largest differences in agreement to the statements were reported by Special Education (10.5 percentage points). This means they felt strongly that their colleagues were helpful, but much less so that teachers work well together to plan lessons/activities.

14 R E L A T I O N S H I P S P a g e 1 4 Tenure Demographics Percent of Gilbert Staff who think the people who work at their work site care about students 1 Percent of Gilbert Staff who think staff and students have a strong relationship at their work site 2 Percent of Gilbert Staff who think teachers at their building work well together to plan lessons & activities 3 Percent of Gilbert Staff who think their colleagues are helpful & respectful 4 Less than 1 year 100% 96.2% 100% 96.6% 1 to <3 years 97.9% 94.3% 92.2% 94.7% 3 to <5 years 99.6% 96.0% 89.3% 92.5% 5 to <10 years 98.8% 94.1% 92.4% 95.8% 10+ years 99.5% 96.1% 94.1% 96.4% Work Site Maintenance & Operations 96.2% 95.5% 100% 87.7% Community & Health 94.1% 90.0% 87.5% 94.1% Business 100% n/a 5 n/a % Academic Support 100% 100% 100% 100% Special Education 98.1% 88.2% 87.5% 98.0% Elementary Schools 99.1% 96.9% 93.6% 95.4% Junior High Schools 99.2% 95.7% 93.7% 96.9% High Schools 99.2% 92.3% 91.2% 97.1% Unknown 99.7% 96.5% 93.5% 94.1% Overall Average 99.1% 95.4% 93.0% 95.6% 1, 2, 3, 4 Percent of Gilbert Staff who reported they agree or strongly agree 5 No responses from *Business for this item 6 No responses from *Business for this item

15 R E S P E C T P a g e 15 V a l u e & R e s p e c t The large majority of staff agree or strongly agree their schools encourage respect between school staff, parents and students (94 %). In fact, across most statements about respect, staff agree or strongly agree quite often. On average, those who report being in their first year at the district also report the highest levels of agreement, while those reporting more than 3 years with the district often reported the lowest. By work category, large differences in agreement are highlighted in the graph below. Academic Support (76%) and Maintenance & Operations (79%) agree to feeling respected and valued by their supervisor/ administrator(s) more than 10 percentage points less than the average (91%). Academic Support agree unanimously that they feel valued and respected by colleagues, and Business also agree unanimously that they feel valued and respected by parents. In fact, 94% of staff agree or strongly agree they feel valued and respected by colleagues, and 90.5% agree or strongly agree they feel valued and respected by parents. Unfortunately, while staff feel valued and respected by colleagues and parents in very high numbers, much lower levels of agreement are seen to feeling valued and respected by office personnel and the school board. While 64% of all staff agree or strongly agree they feel valued and respected by office personnel, those in Special Education (48%) were 16 percentage points lower than the average. The highest levels of agreement were those in Academic Support (79%) and Business (79%). The lowest levels of agreement for any statement about respect were to feeling valued and respected by the school board (42%). Those with the highest levels of agreement were Academic Support (73%) while the lowest included Special Education (32%), Business (33%), and high schools (33%).

16 R E S P E C T P a g e 16 Demographics Percent of Gilbert Staff who think their schools encourage respect between school staff, parents and students 1 Percent of Gilbert Staff who feel valued and respected by their administrators /supervisors 2 Percent of Gilbert Staff who feel valued and respected by their colleagues 3 Percent of Gilbert Staff who feel valued and respected by district office personnel 4 Percent of Gilbert Staff who feel valued and respected by parents 5 Percent of Gilbert Staff who feel valued and respected by their school board 6 Tenure Less than 1 year 93.3% 96.6% 93.1% 96.0% 100% 70.0% 1 to <3 years 94.3% 91.5% 92.6% 82.6% 94.0% 56.0% 3 to <5 years 94.1% 89.1% 90.8% 74.6% 93.9% 44.3% 5 to <10 years 92.4% 89.5% 92.9% 62.1% 88.8% 38.7% 10+ years 93.7% 91.0% 94.7% 58.1% 89.4% 39.1% Work Site Maintenance & 83.3% 78.6% 89.3% 72.0% 92.3% 50.0% Operations Community & Health 86.7% 88.2% 94.1% 58.8% 93.8% 40.0% Business 90.0% 94.1% 89.5% 78.9% 100% 33.3% Academic Support 83.3% 75.8% 100% 79.4% 93.8% 73.3% Special Education 84.1% 86.3% 87.8% 47.9% 91.5% 31.7% Elementary Schools 94.2% 92.1% 93.8% 68.1% 94.5% 47.6% Junior High Schools 96.1% 94.4% 94.8% 72.6% 89.4% 44.8% High Schools 92.9% 90.2% 94.1% 56.8% 83.7% 32.9% Unknown 94.9% 88.1% 92.3% 58.5% 89.6% 34.6% Overall Average 93.5% 90.6% 93.6% 64.4% 90.5% 41.8% 1, 2, 3, 4, 5, 6 Percent of Gilbert Staff who reported they agree or strongly agree

17 A C C E S S P a g e 17 Overall, 71.6% of staff agree or strongly agree that they have access to the tools they need to do their job. However, over 1 in 4 staff members did not feel they had access to the tools they needed. This was lowest for those who reported working in the district for more than 5 years or reported working in Special Education or Business. Additionally, 75.3% of staff agree or strongly agree overall that they have professional growth opportunities to develop their skills. Again, almost 1 in 4 staff did not. This was 8 percentage points lower for those who reported working in the district for more than 3 years. It was also much lower for those who reported working in Community & Health or Maintenance & Operations. C l e a n l i n e s s o f W o r k F a c i l i t i es Staff report high levels of satisfaction with the cleanliness/maintenance of the facilities overall. In fact, 83.6% of staff agree or strongly agree their facilities are well maintained/clean. It is clear, though, that the more time staff reported working at a site, the lower their rating with respect to cleanliness. Those who worked at a site for more than 10 years (80.1%) were over 10 percentage points lower in their rating of their sites cleanliness than those who reported working at their site for less than 3 years (91.2%). C o m p e n s a t i o n Across all employment groups, most staff do not feel they are compensated appropriately for the work they do, as only 15.8% of staff agree or strongly agree with the statement. In fact, almost half of all staff strongly disagree (48.7%) with this statement. By tenure, it is clear the longer staff reported working for the school district, the less satisfied they reported being with their compensation. Those reportedly working in the district for more than 10 years have a level of agreement (12.2%) was15 percentage points lower than those with less than one year (37.9%) with the district. Additionally, those reporting the lowest levels of agreement to the statement included Special Education (9.6%) and high schools (11.7%). The highest levels of agreement included Academic Support (33.3%) and Maintenance & Operations (29.6%)

18 A C C E S S P a g e 18 Tenure Demographics Percent of Gilbert Staff who think their work site facilities are clean and well maintained 1 Percent of Gilbert Staff who think they have access to the tools they need (equipment and personnel) to do their job 2 Percent of Gilbert Staff who think they have professional growth opportunities to develop their skills 3 Percent of Gilbert Staff who think they are appropriately compensated for the work they do 4 Less than 1 year 89.7% 76.7% 92.9% 37.9% 1 to <3 years 91.2% 74.9% 83.6% 33.8% 3 to <5 years 84.6% 73.5% 75.2% 15.2% 5 to <10 years 85.7% 70.2% 73.9% 12.7% 10+ years 80.1% 70.8% 73.4% 12.2% Work Site Maintenance & Operations 70.2% 71.9% 55.6% 29.6% Community & Health 100% 82.4% 43.8% 17.6% Business 88.9% 52.6% 57.9% 26.3% Academic Support 82.4% 85.3% 60.6% 33.3% Special Education 82.7% 57.7% 58.0% 9.6% Elementary Schools 91.4% 78.7% 81.7% 16.5% Junior High Schools 86.9% 69.8% 79.3% 18.3% High Schools 67.5% 64.7% 68.3% 11.7% Unknown 84.8% 65.3% 75.3% 14.6% Overall Average 83.5% 71.6% 75.3% 15.8%

19 T O P L I N E R E P O R T P a g e 19 People who work at my work site care about the students. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 18 My work site has clear rules and consistent policies. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 32 Our building administrator(s) is/are someone I feel I can talk to if needed. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 33 My work site facilities are clean and well maintained. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 19 Our schools encourage respect between school staff, parents and students. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 59 I am satisfied with the communication I receive from my work site. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 23

20 T O P L I N E R E P O R T P a g e 20 I am valued and respected by my colleagues. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 33 I am valued and respected by our parents. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 145 I am valued and respected by my administrator(s) / supervisors Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 40 I am valued and respected by district office personnel. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 228 I am valued and respected by our school board. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 356 Teachers at our building work well together to plan lessons and activities. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 258

21 T O P L I N E R E P O R T P a g e 21 My colleagues are helpful and respectful. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 26 Staff at my work site have pride in our school. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 112 Staff and students have strong relationships at my work site. Strongly Agree % Agree % Disagree % Strongly Disagree 3 0.2% Missing 170 My work site is a positive place for me to work and learn. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 31 Students at my work site have pride in our school. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 194 I have access to the tools I need (i.e. equipment and personnel) to do my job. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 34

22 T O P L I N E R E P O R T P a g e 22 I have professional growth opportunities to develop my skills. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 67 I enjoy working at my work site. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 27 I look forward to coming to work every day. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 61 I feel I am appropriately compensated for the work I do. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 51 I believe morale on the part of teachers is high. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 137 I believe morale on the part of support staff is high. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 107

23 T O P L I N E R E P O R T P a g e 23 I believe morale on the part of the administrators is high. Strongly Agree % Agree % Disagree % Strongly Disagree % Missing 196