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About the Survey

Teachers and staff are the foundation of great schools. When teachers and staff feel supported, empowered, and trusted by school leadership, they are able to create the conditions that lead to students’ academic, social, and emotional development.

The Panorama Teacher and Staff Survey gives school and district leaders a tool to listen to and address educator's professional, social, and emotional needs. The survey is designed to spark productive conversations between teachers and school leaders about well-being, professional learning, cultural competency, school leadership, school climate, and other key topics.

These critical data—when gathered regularly—can help administrators prioritize supports to teachers and staff, deliver targeted professional development, and create a more positive working environment that benefits both adults and students.

Teacher and Staff Survey

Elevating teacher and staff voices to drive school improvement

The Panorama Teacher and Staff Survey gathers teacher and staff perceptions of their professional well-being; capacity and efficacy around supporting academic, social, and emotional learning; professional learning opportunities; cultural competency and awareness; school climate and culture; and relationships with colleagues, families, and school leadership.

Similar to Panorama's other survey instruments, you may customize the survey by selecting the scales that you feel matter most to your community.

The survey was developed under the leadership of Dr. Hunter Gehlbach, senior research advisor at Panorama Education and professor and vice dean at the Johns Hopkins School of Education. Dr. Gehlbach is a leading survey methodologist and education researcher and a former high school social studies teacher.

At Panorama, we believe that all educators deserve the best tools available, which means that we are committed to keeping the survey free and open-source.

  • School Climate -

    Perceptions of the overall social and learning climate of the school. (Teacher and Staff)

  • Professional Learning -

    Perceptions of the quantity and quality of professional learning opportunities available to faculty and staff. (Teacher and Staff)

  • Professional Learning About SEL -

    Perceptions of the quantity and quality of professional learning opportunities about social-emotional learning available to faculty. (Teacher)

  • Teaching Efficacy -

    Faculty perceptions of their professional strengths and areas for growth. (Teacher)

  • Feedback and Coaching -

    Perceptions of the amount and quality of feedback faculty and staff receive. (Teacher and Staff)

  • Staff-Leadership Relationships -

    Perceptions of faculty and staff relationships with school leaders. (Teacher and Staff)

  • Educating All Students -

    Faculty perceptions of their readiness to address issues of diversity. (Teacher)

  • School Leadership -

    Perceptions of the school leadership’s effectiveness. (Teacher and Staff)

  • Testing -

    Perceptions of the impact of testing on teaching and student learning. (Teacher)

  • Faculty Growth Mindset -

    Perceptions of whether teaching can improve over time. (Teacher)

  • Staff-Family Relationships -

    Perceptions of faculty and staff relationships with the families at their school. (Teacher and Staff)

  • Evaluation -

    Perceptions of the system that is used to evaluate faculty and staff. (Teacher and Staff)

 

  • Student Growth Mindset -

    Perceptions of whether students have the potential to change those factors that are central to their performance in class. (Teacher)

  • Resources -

    Perceptions of the adequacy of the school’s resources. (Teacher and Staff)

  • Roles and Responsibilities -

    Perceptions of who should be primarily responsible for school success. (Teacher and Staff)

  • Student Grit -

    Perceptions of how well students are able to persevere through setbacks to achieve important long-term goals. (Teacher and Staff)

  • Well-Being -

    Faculty and staff perceptions of their own professional well-being. (Teacher and Staff)

  • Belonging -

    How much faculty and staff feel that they are valued members of the school community. (Teacher and Staff)

  • Teacher Self-Reflection -

    Perceptions of professional strengths and areas for growth related to social-emotional learning. (Teacher)

  • Cultural Awareness and Action (Student Focus) -

    How well a school supports students in learning about, discussing, and confronting issues of race, ethnicity, and culture. (Teacher and Staff) 

  • Cultural Awareness and Action (Adult Focus) -

    How well a school supports faculty and staff in learning about, discussing, and confronting issues of race, ethnicity, and culture. (Teacher and Staff)

  • Professional Learning About Equity -

    Perceptions of the quantity and quality of equity-focused professional learning opportunities available to faculty and staff. (Teacher and Staff)

Gathering Educator Feedback on Culture and Climate with Panorama

Jenny Watson, assistant superintendent for learning support services at Boone County Schools (KY), shares how her district partners with Panorama to support a positive school climate for educators and students.

See what other district leaders say about partnering with us →

Download the Panorama Teacher and Staff Survey

Or schedule a demo to learn about school and district-level programs.

Download the Survey