Consortium on Chicago School Research

Snapshot 2003: Collective Responsibility

Teachers' assessments of the strength of their shared commitment to improve the school so that all students learn. High levels indicate a strong sense of shared responsibility among faculty.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools reported that:
1 Very limited	none or about half of their teacher colleagues feel responsible that all students learn; and some or none set high standards for themselves, help students with their self-control, take responsibility for school improvement, help discipline all students, help each other do their best, and feel responsible when students fail.
2 Limited	about half of their teacher colleagues feel responsible that all students learn, set high standards for themselves, and help students with their self-control; some or about half take responsibility for school improvement, help discipline all students, and help each other do their best; and some feel responsible when students fail.
3 Fairly strong	most of their teacher colleagues feel responsible that all students learn, set high standards for themselves, and help students with their self-control; and about half or most take responsibility for school improvement, help discipline all students, help each other do their best, and feel responsible when students fail.
4 Strong	most or nearly all of their teacher colleagues embrace the items on this scale.

To see the items making up this measure and the response frequencies for each item, click here.

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