Teachers perceived one of the most important strengths to be professional district’s development and support for continuing education. Students in the focus groups reported their perceptions that teachers worked with students to meet individual needs, schools provided additional student supports such as afterschool programs or summer enrichment opportunities, and schools prepared students for college and careers. Some participants also described an overall commitment from teachers to helping students succeed. Challenges and Areas Needing Improvement According to teachers, the top challenges for schools were meeting the needs of ELLs and the social and emotional learning (SEL) needs of students. School administrator focus groups identified the same challenges but placed SEL needs and challenges related to poverty above ELL needs and challenges. The most important challenges, as perceived by the teachers, were lack of district’s communication between the LPS district central office and the schools, problematic student assessment and teacher accountability systems, and lack of appropriate supports for special education students. Across the school administrator focus groups, no specific challenges were noted by more than one focus group although lack of consistent leadership and negative media attention were mentioned multiple times within one specific focus group. Students suggested that raising expectations for student achievement and behavior is an area in which schools could improve. Exhibit 3. Most Frequent Responses to Core Questions by Teacher and School Administrator Focus Groups Question Teacher Focus Groups (n = 9) Administrator Focus Groups (n = 3) 1. Teacher camaraderie and commitment to students (7 groups, 20 mentions) 1. Teacher camaraderie and commitment most 2. Connection to parents/community School’s to students (2 groups, 6 mentions) important (4 groups, 7 mentions) 2. Connection to parents/community perceived 3. Student support programs, including (2 groups, 3 mentions) strengths community-based partnerships, language/literacy programs, enrichment, etc. (4 groups, 6 mentions) 1. ELL needs and resources (3 groups, 7 mentions) 1. SEL needs and resources; most 2. SEL needs and resources; School’s Socioeconomic status-related important Socioeconomic status-related challenges (2 groups, 10 mentions) perceived challenges (3 groups, 7 mentions) 2. ELL needs and resources (2 groups, challenges 5 mentions) Other challenges cited include lack of support for special education students,
Teachers perceived one of the district’s most important strengths to be professional development and support for continuing education. Students in the focus groups reported their perceptions that teachers worked with students to meet individual needs, schools provided additional student supports such as afterschool programs or summer enrichment opportunities, and schools prepared students for college and careers. Some participants also described an overall commitment from teachers to helping students succeed. Challenges and Areas Needing Improvement According to teachers, the top challenges for schools were meeting the needs of ELLs and the social and emotional learning (SEL) needs of students. School administrator focus groups identified the same challenges but placed SEL needs and challenges related to poverty above ELL needs and challenges. The district’s most important challenges, as perceived by the teachers, were lack of communication between the LPS district central office and the schools, problematic student assessment and teacher accountability systems, and lack of appropriate supports for special education students. Across the school administrator focus groups, no specific challenges were noted by more than one focus group although lack of consistent leadership and negative media attention were mentioned multiple times within one specific focus group. Students suggested that raising expectations for student achievement and behavior is an area in which schools could improve. Exhibit 3. Most Frequent Responses to Core Questions by Teacher and School Administrator Focus Groups Question Teacher Focus Groups (n = 9) Administrator Focus Groups (n = 3) School’s most important perceived strengths 1. Teacher camaraderie and commitment to students (7 groups, 20 mentions) 2. Connection to parents/community (4 groups, 7 mentions) 3. Student support programs, including community-based partnerships, language/literacy programs, enrichment, etc. (4 groups, 6 mentions) 1. Teacher camaraderie and commitment to students (2 groups, 6 mentions) 2. Connection to parents/community (2 groups, 3 mentions) School’s most important perceived challenges 1. ELL needs and resources (3 groups, 7 mentions) 2. SEL needs and resources; Socioeconomic status-related challenges (3 groups, 7 mentions) Other challenges cited include lack of support for special education students, 1. SEL needs and resources; Socioeconomic status-related challenges (2 groups, 10 mentions) 2. ELL needs and resources (2 groups, 5 mentions)