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District survey shows staff want more recognition, supervisors to plan repeat survey
Summary
An employee engagement survey with nearly 300 responses found strengths in workplace connection but lower scores on feedback and recognition; district leaders plan targeted follow‑up and a repeat survey next year to improve response rates and compare results.
District leaders presented results of a recent employee engagement survey June 10, saying the instrument produced baseline data from approximately 300 respondents and highlighted three areas for improvement: recognition, meaningful feedback and formal discussions of employee progress.
The district used a 12‑question instrument modeled on the Gallup Q12. Staff reported that most items received mainly positive responses, but three items — receiving praise for good work, feeling that one’s opinion matters and having a conversation about progress in the past six months — showed higher disagreement.
What the board heard - Participation and timing: staff said the response rate was lower than desired (roughly 300 replies out of an employee base just under 2,000) and acknowledged timing and communication choices likely affected turnout. - Areas to strengthen: presenters said the district will emphasize supervisor training on delivering specific feedback, create clearer expectations for principal communications (video casts, weekly notices) and consider an annual comment box to capture qualitative input. - Next steps: staff recommended repeating the survey early next year with stronger promotion and principal checklists to improve participation, and then disaggregate responses by work location if response counts warrant it.
Board members asked whether results vary by site and whether teachers and support staff differ in responses; staff said higher‑quality data is possible with a larger sample and pledged to report back with disaggregated figures once available.
District staff said the results will feed training for building leadership and the MTSS teams and inform recognition strategies for education support professionals who reported feeling less visible.
