Schechter, C. (2008). Organizational learning mechanisms: Its meaning, measure, and implications for school improvement. Educational Administration Quarterly, 44(2), 155-186.
Your attitudes toward your school
To what extent do the following components exist in your school
| In my school… | Does not exist | Definitely exists | |||
| Professional literature (essays, books) dealing with educational-pedagogical research is received. | 1 | 2 | 3 | 4 | 5 |
| There is a supply of professional literature. | 1 | 2 | 3 | 4 | 5 |
| Teachers watch the lessons of other teachers on the staff for learning purposes. | 1 | 2 | 3 | 4 | 5 |
| Teachers read the meeting summaries (protocols) of the various teams. | 1 | 2 | 3 | 4 | 5 |
| Reports dealing with professional changes and innovations are disseminated. | 1 | 2 | 3 | 4 | 5 |
| Previous reports dealing with learning and instruction are used for evaluation purposes. | 1 | 2 | 3 | 4 | 5 |
| Periodical feedback regarding the evaluation of the curriculum is disseminated. | 1 | 2 | 3 | 4 | 5 |
| Joint events/initiatives/projects are held with the parents and various entities in the community. | 1 | 2 | 3 | 4 | 5 |
| Professional learning connections with other schools are sustained. | 1 | 2 | 3 | 4 | 5 |
| Meetings are held for the purpose of determining how to evaluate student achievements and the curriculum. | 1 | 2 | 3 | 4 | 5 |
| Thinking groups are convened to discuss professional issues. | 1 | 2 | 3 | 4 | 5 |
| Staff meetings that deal with the goals of the school are conducted. | 1 | 2 | 3 | 4 | 5 |
| Teachers work together on ways to improve the curriculum and instruction. | 1 | 2 | 3 | 4 | 5 |
| Teachers work together to plan educational activities. | 1 | 2 | 3 | 4 | 5 |
| Teachers work together in order to tailor the study subjects to the school students. | 1 | 2 | 3 | 4 | 5 |
| Meetings are held to evaluate the academic achievements of the students. | 1 | 2 | 3 | 4 | 5 |
| Meetings are held to evaluate the students’ behavior. | 1 | 2 | 3 | 4 | 5 |
| Summary reports of teachers’ works/school projects are stored in an accessible place that is known to all. | 1 | 2 | 3 | 4 | 5 |
| Every project/curriculum has an updated implementation guidelines file. | 1 | 2 | 3 | 4 | 5 |
| Summary reports of school projects/activities are written. | 1 | 2 | 3 | 4 | 5 |
| There is a resources room/information center in which implementation reports, data, procedures, pedagogical materials, and so on are gathered and can be easily located and are accessible at all times. | 1 | 2 | 3 | 4 | 5 |
| Team meetings refer to decisions that were made in previous meetings. | 1 | 2 | 3 | 4 | 5 |
| Reports dealing with the evaluation of school projects/programs are published. | 1 | 2 | 3 | 4 | 5 |
| Staff meetings make use of protocols of previous meetings. | 1 | 2 | 3 | 4 | 5 |
| Curricula are changed and tailored following evaluation feedback. | 1 | 2 | 3 | 4 | 5 |
| Changes are made to teaching methods following analysis and evaluation of school activities. | 1 | 2 | 3 | 4 | 5 |
| Knowledge acquired during the supervision and control process of school activities is implemented when planning future organizational activities. | 1 | 2 | 3 | 4 | 5 |
