OESIS Heads Survey 2024

OESIS Heads Survey

This data is Strictly Confidential and individual response data will not be shared with anyone. We will produce a Report as we have done many times before.

1. GENERAL: Please identify your current status. *This question is required.

2. GENERAL: How concerned are you about the long-term future of your school? *This question is required.

3. GENERAL: Prioritize the top 5 areas you are most concerned about going into 2024: *This question is required. Order the items from the following list. First select an item with the spacebar to show a menu of possible ranking positions. Next, click a ranking position to order it in the ranked list. Note the menu will display more ordering options as you add items to the ranked list.

Mental health of our students
Ability to recruit new faculty
Teacher retention
Independent Schools losing their market purpose
Polarization around DEI initiatives
Inflation
Colleges scaling back on Independent School admits
Difficulty in evolving the Program
The leadership capacity of my senior team
Enrollment
AI impacting the utility of skills we are currently targeting for our students
A Budget that is heading towards unsustainability

4. CURRICULUM: Do you believe that the core curriculum at your school with its traditional sequences and academic disciplines needs to change? *This question is required.

5. CURRICULUM: Where do you stand regarding changing curriculum given the current developments in College Admissions, AI, and parent expectations *This question is required.

Space Cell	A Major Existential Priority	A Priority	A Medium-Term Goal	A Long-Term Strategy	Not Important
Schools need to embed cross-curricular competencies in assessment for all classes	Schools need to embed cross-curricular competencies in assessment for all classes: A Major Existential Priority	Schools need to embed cross-curricular competencies in assessment for all classes: A Priority	Schools need to embed cross-curricular competencies in assessment for all classes: A Medium-Term Goal	Schools need to embed cross-curricular competencies in assessment for all classes: A Long-Term Strategy	Schools need to embed cross-curricular competencies in assessment for all classes: Not Important
Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks	Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks: A Major Existential Priority	Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks: A Priority	Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks: A Medium-Term Goal	Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks: A Long-Term Strategy	Schools should develop their own Advanced Classes free from the prescriptions of the AP, IB and other closed curriculum frameworks: Not Important
Schools need to partner with Colleges to offer novel pathway options	Schools need to partner with Colleges to offer novel pathway options: A Major Existential Priority	Schools need to partner with Colleges to offer novel pathway options: A Priority	Schools need to partner with Colleges to offer novel pathway options: A Medium-Term Goal	Schools need to partner with Colleges to offer novel pathway options: A Long-Term Strategy	Schools need to partner with Colleges to offer novel pathway options: Not Important
Schools need to incorporate more neuroscience into the delivery of the curriculum	Schools need to incorporate more neuroscience into the delivery of the curriculum: A Major Existential Priority	Schools need to incorporate more neuroscience into the delivery of the curriculum: A Priority	Schools need to incorporate more neuroscience into the delivery of the curriculum: A Medium-Term Goal	Schools need to incorporate more neuroscience into the delivery of the curriculum: A Long-Term Strategy	Schools need to incorporate more neuroscience into the delivery of the curriculum: Not Important
Schools need to incorporate more PBL into the delivery of the curriculum	Schools need to incorporate more PBL into the delivery of the curriculum: A Major Existential Priority	Schools need to incorporate more PBL into the delivery of the curriculum: A Priority	Schools need to incorporate more PBL into the delivery of the curriculum: A Medium-Term Goal	Schools need to incorporate more PBL into the delivery of the curriculum: A Long-Term Strategy	Schools need to incorporate more PBL into the delivery of the curriculum: Not Important

6. COLLEGE: How do you see the following potential outcomes affecting the market position of independent schools?

Space Cell	Very Negatively	Negatively	Neutrally	Positively	Very Positively
The elimination of legacy admissions (particularly for white parents)	The elimination of legacy admissions (particularly for white parents): Very Negatively	The elimination of legacy admissions (particularly for white parents): Negatively	The elimination of legacy admissions (particularly for white parents): Neutrally	The elimination of legacy admissions (particularly for white parents): Positively	The elimination of legacy admissions (particularly for white parents): Very Positively
The elimination of preferences for sports related admits	The elimination of preferences for sports related admits: Very Negatively	The elimination of preferences for sports related admits: Negatively	The elimination of preferences for sports related admits: Neutrally	The elimination of preferences for sports related admits: Positively	The elimination of preferences for sports related admits: Very Positively
The downgrading of extra-curriculars that are wealth-enabled	The downgrading of extra-curriculars that are wealth-enabled: Very Negatively	The downgrading of extra-curriculars that are wealth-enabled: Negatively	The downgrading of extra-curriculars that are wealth-enabled: Neutrally	The downgrading of extra-curriculars that are wealth-enabled: Positively	The downgrading of extra-curriculars that are wealth-enabled: Very Positively
The elimination of race based admissions in general	The elimination of race based admissions in general: Very Negatively	The elimination of race based admissions in general: Negatively	The elimination of race based admissions in general: Neutrally	The elimination of race based admissions in general: Positively	The elimination of race based admissions in general: Very Positively
The importance of low socio-economic background in an applicant's profile	The importance of low socio-economic background in an applicant's profile: Very Negatively	The importance of low socio-economic background in an applicant's profile: Negatively	The importance of low socio-economic background in an applicant's profile: Neutrally	The importance of low socio-economic background in an applicant's profile: Positively	The importance of low socio-economic background in an applicant's profile: Very Positively

7. DEI: Do you believe that an environment of psychological safety and freedom of speech for opposing views exists at your school? *This question is required.

8. DEI: Would your outside speaker programs be open to inviting or have you invited speakers who embrace the following viewpoints? *This question is required.

Space Cell	Yes	Probably	Probably Not	No
Anti-abortion	Anti-abortion: Yes	Anti-abortion: Probably	Anti-abortion: Probably Not	Anti-abortion: No
Anti-sex education before middle school	Anti-sex education before middle school: Yes	Anti-sex education before middle school: Probably	Anti-sex education before middle school: Probably Not	Anti-sex education before middle school: No
Anti-affirmative action	Anti-affirmative action: Yes	Anti-affirmative action: Probably	Anti-affirmative action: Probably Not	Anti-affirmative action: No
Gender is not a social construct	Gender is not a social construct: Yes	Gender is not a social construct: Probably	Gender is not a social construct: Probably Not	Gender is not a social construct: No
Anti-safe spaces	Anti-safe spaces: Yes	Anti-safe spaces: Probably	Anti-safe spaces: Probably Not	Anti-safe spaces: No
Anti-intersectionality	Anti-intersectionality: Yes	Anti-intersectionality: Probably	Anti-intersectionality: Probably Not	Anti-intersectionality: No
No transgender participation in women's sports	No transgender participation in women's sports: Yes	No transgender participation in women's sports: Probably	No transgender participation in women's sports: Probably Not	No transgender participation in women's sports: No

9. DEI: Please rate the programmatic progress of your DEI efforts? *This question is required.

Space Cell	Significant Impact	Some Impact	Struggling to Find Opportunities	No Impact	Not Applicable at our school
Speaker Series, Advisory & Assemblies	Speaker Series, Advisory & Assemblies: Significant Impact	Speaker Series, Advisory & Assemblies: Some Impact	Speaker Series, Advisory & Assemblies: Struggling to Find Opportunities	Speaker Series, Advisory & Assemblies: No Impact	Speaker Series, Advisory & Assemblies: Not Applicable at our school
Change in the Content of the Curriculum	Change in the Content of the Curriculum: Significant Impact	Change in the Content of the Curriculum: Some Impact	Change in the Content of the Curriculum: Struggling to Find Opportunities	Change in the Content of the Curriculum: No Impact	Change in the Content of the Curriculum: Not Applicable at our school
Change in the Assessment of the Curriculum	Change in the Assessment of the Curriculum: Significant Impact	Change in the Assessment of the Curriculum: Some Impact	Change in the Assessment of the Curriculum: Struggling to Find Opportunities	Change in the Assessment of the Curriculum: No Impact	Change in the Assessment of the Curriculum: Not Applicable at our school
Change in the Opportunities for Students in the Curriculum	Change in the Opportunities for Students in the Curriculum: Significant Impact	Change in the Opportunities for Students in the Curriculum: Some Impact	Change in the Opportunities for Students in the Curriculum: Struggling to Find Opportunities	Change in the Opportunities for Students in the Curriculum: No Impact	Change in the Opportunities for Students in the Curriculum: Not Applicable at our school

10. DEI: Please rate the community progress of your DEI efforts at your school. *This question is required.

Space Cell	Significant Acceptance	Good Acceptance	Limited Acceptance	No Impact or Lip Service	Largely Sidelined	Not Applicable at our school
Teachers	Teachers: Significant Acceptance	Teachers: Good Acceptance	Teachers: Limited Acceptance	Teachers: No Impact or Lip Service	Teachers: Largely Sidelined	Teachers: Not Applicable at our school
Parents	Parents: Significant Acceptance	Parents: Good Acceptance	Parents: Limited Acceptance	Parents: No Impact or Lip Service	Parents: Largely Sidelined	Parents: Not Applicable at our school
Students	Students: Significant Acceptance	Students: Good Acceptance	Students: Limited Acceptance	Students: No Impact or Lip Service	Students: Largely Sidelined	Students: Not Applicable at our school

11. DEI: What are you using to measure the impact of your DEI efforts? *This question is required.

Normed Climate Survey
General Survey
Focus Group
Anecdotal Evidence

12. DEI: Please assess the importance of the following ideologies in the programs at your school. *This question is required.

Space Cell	Very Important	Important	Somewhat important	A little	Has no special place in our learning environment
Gender ideology	Gender ideology: Very Important	Gender ideology: Important	Gender ideology: Somewhat important	Gender ideology: A little	Gender ideology: Has no special place in our learning environment
Critical Race Theory	Critical Race Theory: Very Important	Critical Race Theory: Important	Critical Race Theory: Somewhat important	Critical Race Theory: A little	Critical Race Theory: Has no special place in our learning environment
Social Justice and Socialism	Social Justice and Socialism: Very Important	Social Justice and Socialism: Important	Social Justice and Socialism: Somewhat important	Social Justice and Socialism: A little	Social Justice and Socialism: Has no special place in our learning environment
Intersectionality	Intersectionality: Very Important	Intersectionality: Important	Intersectionality: Somewhat important	Intersectionality: A little	Intersectionality: Has no special place in our learning environment

13. TEACHERS: Which of the following factors are you most worried about with regard to retaining current, and hiring new, faculty? *This question is required.

Space Cell	Not at all	A little	A Fair Amount	A lot
Inability to fill gaps with stipends or overloads because of burnout	Inability to fill gaps with stipends or overloads because of burnout: Not at all	Inability to fill gaps with stipends or overloads because of burnout: A little	Inability to fill gaps with stipends or overloads because of burnout: A Fair Amount	Inability to fill gaps with stipends or overloads because of burnout: A lot
Inflation reducing teacher standard of living	Inflation reducing teacher standard of living: Not at all	Inflation reducing teacher standard of living: A little	Inflation reducing teacher standard of living: A Fair Amount	Inflation reducing teacher standard of living: A lot
Increasing entitlement among teachers	Increasing entitlement among teachers: Not at all	Increasing entitlement among teachers: A little	Increasing entitlement among teachers: A Fair Amount	Increasing entitlement among teachers: A lot
Conflict over Social Justice and Racism	Conflict over Social Justice and Racism: Not at all	Conflict over Social Justice and Racism: A little	Conflict over Social Justice and Racism: A Fair Amount	Conflict over Social Justice and Racism: A lot
Parent Activism & Hyper Involvement	Parent Activism & Hyper Involvement: Not at all	Parent Activism & Hyper Involvement: A little	Parent Activism & Hyper Involvement: A Fair Amount	Parent Activism & Hyper Involvement: A lot
Teachers Over 40 Looking for an Exit	Teachers Over 40 Looking for an Exit: Not at all	Teachers Over 40 Looking for an Exit: A little	Teachers Over 40 Looking for an Exit: A Fair Amount	Teachers Over 40 Looking for an Exit: A lot
Millennials not considering Teaching as a Long-Term Career	Millennials not considering Teaching as a Long-Term Career: Not at all	Millennials not considering Teaching as a Long-Term Career: A little	Millennials not considering Teaching as a Long-Term Career: A Fair Amount	Millennials not considering Teaching as a Long-Term Career: A lot
Too many responsibilities placed on teachers	Too many responsibilities placed on teachers: Not at all	Too many responsibilities placed on teachers: A little	Too many responsibilities placed on teachers: A Fair Amount	Too many responsibilities placed on teachers: A lot
Inability to respond to the challenges of AI	Inability to respond to the challenges of AI: Not at all	Inability to respond to the challenges of AI: A little	Inability to respond to the challenges of AI: A Fair Amount	Inability to respond to the challenges of AI: A lot

14. GENERAL: Please rank your own online sources for curricular and pedagogical content in terms of actionable utility and strategic value: *This question is required. Order the items from the following list. First select an item with the spacebar to show a menu of possible ranking positions. Next, click a ranking position to order it in the ranked list. Note the menu will display more ordering options as you add items to the ranked list.

Accreditation Organization Newsletters
NAIS Web Page Articles
Intrepid Ed News and newsletters
OESIS Research Reports and President Updates
Independent School Magazine
Ed Week
Twitter/X
One Schoolhouse Academic Listserv
ISED Listserve
LinkedIn

15. What kind of school are you at- check all that apply? *This question is required.

16. Please choose the grade levels your school offers *This question is required.

Lower Elementary
Upper Elementary
Middle
High

17. We will not identify you or your school in any way in the results. Please provide your school email. The Survey Report will be profiled on Intrepid Ed News and the full report will be available to OESIS Member schools. *This question is required. This question requires a valid email address.