. . . Teacher Burnout Survey Required1. I current

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.
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Teacher Burnout Survey
* Required
1. I currently teach at the ________ level. * Mark only one
oval.
Elementary
Middle
High
2. I currently have ________ years of experience. Mark only
one oval.
0-5 years
6-10 years
11-15 years
16-20 years
20+ years
3. I am _______.
Mark only one oval.
Male
Female
Other:
4. 1. Overall, I am completely satisfied with my position of
being a teacher. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
5. 2. If I had to do it over again, I would choose teaching as my
career. * Mark only one oval.

1 2 3 4 5
Strongly Disagree
Strongly Agree
6 3. In teaching, I am often expected to do tasks that I feel are
unreasonable. * Mark only one oval.
1 2 3 4 5
Strongly Disagree Strongly Agree
7 4. The expectations for lesson planning and preparation are
difficult to meet. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
8. 5. I have enough time to complete all of my expected tasks. *
Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
9. 6. The lack of time related to planning and preparation is
NOT a potential burnout area for me.
*
Mark only one oval.
Strongly Agree
Strongly Disagree
1 2 3 4 5
Strongly Agree
Strongly Disagree
10. 7. The expectations set forth by the state for evaluations are

reachable. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
11. 8. I often feel stressed in trying to meet the expectations for
evaluations. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
12. 9. The expectations for evaluations is NOT a potential
burnout area for me. * Mark only one oval.
1 2 3 4 5
13 10. The expectations set forth by the state for standardized
testing are reachable. * Mark only one oval.
1 2 3 4 5
14 11. I often feel stressed in trying to meet the expectations for
state standardized testing. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
15. 12. The requirements of state standardized is NOT a
potential burnout area for me. * Mark only one oval.
1 2 3 4 5
Strongly Agree
Strongly Disagree
16. 13. There is adequate time spent trying to ensure
proficiency in in math and reading. * Mark only one oval.

1 2 3 4 5
Strongly Disagree
Strongly Agree
17. 14. It is difficult to meet the demands of proficiency in math
and reading. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
18. 15. The expectations for student performance is NOT a
1 2 3 4 5
Strongly Agree
Strongly Disagree
19. 16. I have control over the curriculum that I teach. * Mark
only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
20 17. I am frustrated with the amount of control I have over
the curriculum I teach. * Mark only one oval.
1 2 3 4 5
21 18. The freedom I have over the curriculum I teach is NOT a
1 2 3 4 5
Strongly Agree
Strongly Disgree

22. 19. I have strong relationships with the parents or guardians
of my students. * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
23. 20. The parents of my students have high involvement in
their child’s education. * Mark only one oval.
Strongly Disagree
Strongly Agree
1 2 3 4 5
Strongly Disagree
Strongly Agree
24. 21. I am frustrated with the level of involvement my
students’ parents have in their child’s education. * Mark only
one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
25. 22. I am expected to use technology in my lessons. * Mark
only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
26. 23. I receive adequate support for technology integration in
my classroom. * Mark only one oval.
1 2 3 4 5

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27 24. I am frustrated with the expectations of technology
integration. * Mark only one oval.
1 2 3 4 5
28. 25. Technology integration is NOT a potential burnout area
for me. * Mark only one oval.
1 2 3 4 5
Strongly Agree
Strongly Disagree
29. 26. In my position, I am expected to do too many extra tasks
(i.e. bus duty, lunchroom duty, extra meetings, after school
supervision). * Mark only one oval.
1 2 3 4 5
Strongly Disagree
Strongly Agree
Strongly Disagree
Strongly Agree
30. 27. The extra tasks (i.e. bus duty, lunchroom duty, extra
meetings, after school supervision) I am expected to do lead to
disgust for me. * Mark only one oval.
1 2 3 4 5
Strongly Disagree

Strongly Agree
31. 28. The extra tasks (i.e. bus duty, lunchroom duty, extra
meetings, after school supervision) I am expected to do is NOT
a potential burnout area for me. * Mark only one oval.
1 2 3 4 5
Strongly Agree
Strongly Disagree
32. 29. There are other areas not listed in this survey that are
potential burnout or burnout areas for me. *
Mark only one oval.
1 2 3 4 5
33 30. I feel burned out in my profession. * Mark only one oval.
1 2 3 4 5
Powered by
Rhetorical Analysis
As the main goal of this class is to practice argumentative
writing, we will be reading arguments by published authors,
mainly via our course text, in order to better understand how
argumentative writing works. In a sense, what we read will
serve as models for our own argumentative writing, showing us
both how argument is done well and how it could be improved.
We will be analyzing these texts rhetorically, which will
challenge us to take note of each author’s use of rhetoric, which
is often described as an artform.
A Rhetorical Analysis essay requires you to apply your critical
reading skills in order to “break down” a text. The goal of a
rhetorical analysis is to articulate HOW the author writes, rather
than WHAT she actually wrote. To do this, you will analyze the
rhetorical situation and strategies the author uses to achieve her

purpose of writing her piece. *
So, in a Rhetorical Analysis Essay, you need to:
· Choose one of the short written texts from chapters 23-27 of
Everything’s an Argument. Select a text that you believe will
allow you to comment upon many aspects of the author’s craft.
· Actively read the text multiple times.
· Apply all of the purposes of argument, occasions for
argument, kinds of argument, and rhetorical appeals (logos,
pathos, and ethos) that we have read about in Chapter 1 and
discussed to your text, taking note of significant moments when
the author’s use of rhetoric is especially apparent, ineffective,
or effective.
· Choose one dominant purpose, occasion, and kind of argument
on which to base your analysis essay. Discussing multiple
appeals is fine.
· Develop a working thesis. Remember, you are focusing on
HOW the author writes, not WHAT she writes. Your thesis
should be a judgment on how effective the author’s text is based
on her use of rhetorical strategies. Your thesis should not have
anything to do with how you personally feel about the author’s
topic.
· Organize your ideas. One effective way to organize a
rhetorical analysis is to devote separate body paragraphs to each
of the above categories. However, this is not the only way to
successfully organize your essay.
· Develop topic sentences for all body paragraphs that do at
least these two things: 1) Provide the main point of that
paragraph and 2) Relate back to the thesis (overall judgment of

the article) clearly. Your topic sentences may also work to
transition between main ideas (body paragraphs).
· Locate, use, cite, and comment upon some specific passages
and moments from your chosen text in your essay in order to
support the claims you make about the rhetorical strategies the
author uses and the effectiveness of the author’s text.
· Avoid summary anywhere except the intro., where you should
briefly summarize your selected article.
· Keep in mind that your essay must be coherent and cohesive;
tie all the points you choose to make (topic sentences) together
with a main claim (thesis).
· Make sure you have STRONG intro. and conclusion
paragraphs.
· You should have a Works Cited page with your text from
Everything’s an Argument cited correctly in MLA format.
Length: 3 full double-spaced pages minimum
100 pts. possible
Grading Rubric:
Content
[10]
Does the essay meet the assignment criteria in terms of subject
matter? Are the ideas presented appropriate for the assignment?
Does the essay avoid repetition? Does it employ tight, polished
paragraphs containing one main idea in the correct format or are
ideas just thrown together?

Conventions
[10]
Does the essay use proper sentence structure, commas,
pronouns, etc.? Does it avoid grammatical errors: fragments,
contractions, tense shifts, spelling mistakes, etc.?
Did the essay meet the assignment criteria in both format and
appearance?
Correct MLA formatting? Page length? Proper citations?
Coherence/ Structure
[15]
Does the essay have a clear, well-structured thesis?
Does each body paragraph include one main idea that points the
reader back to the thesis? Are there effective transitions? Does
every paragraph present a unified argument? (Does it “flow”
well?)
Does the essay contain a strong backbone/ structure? Does it
use the intro. well? Does the essay contain a solid conclusion
that wraps up the paper?
Critical Thinking
[15]
Does the paper provide adequate proof for the argument?

(Quotations or paraphrase, research, expert opinions, statistics,
examples, details, etc.?)
How advanced is the essay? Does it explore new ideas that
challenge both the writer and reader or simply regurgitate class
discussions? Does the essay contain strong, unique ideas that
go beyond surface-level?
Does the argument make a logical connection between the
thesis, topic sentences, and examples/proof? (i.e. Does it
“connect-the-dots” between claims made in the thesis and
examples for that claim?)
Total Pts.
/ 50
X 2
= /100
Writing Instructions
· Save your documents with your “Last Name Assignment Title”
(EX: Smith Essay 1).
· Assignments must use MLA document formatting and
citations, including your full name, the course number, and the
assignment title in the upper-left corner; page numbers; and a
title. See the following MLA sample essay:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/documents/20180702110400_747-
2.pdf
· Assignments must fulfill all requirements and be proofread to
be graded.

· Rough and final drafts must have at least 3 pages of double-
spaced essay text.
Submission Instructions
· Submission deadlines are by the end of the day on their due
dates.
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content/uploads/sites/29/2015/06/RhetoricalAnalysis.pdf"
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[Type text] [Type text] [Type text]
Level: Eled, MG, HS Date of
observation:_______________________
Variable
Behaviors
Observation Notes
Lesson Planning Pressures
-Lack of effort in putting together a lesson.
-Clear instruction
-Pacing
-Modeling of Procedures

Learning Environment
-Student rapport
-Student comfort level
-Lecturing teacher
-Hands on content
-Positive narration
Technology Implementation
-Use or lack of use in teacher led technology
-Use or lack of use in student led technology
-How is the present technology being used or not used?

Successful Learning
Individual Protocol
Thank you for agreeing to meet with me today. If you could
please sign and date the consent form that allows me to use the
information from today’s interview in my research project. As a
reminder, this research study is entirely confidential and your
name will not be attached to any research data. I have an hour
to an hour and half scheduled for our interview today. I want to
honor any time constraints that you have today. Finally, I will
ask open ended questions today and I will be taking notes and
recording our conversation. This interview should feel more
like a conversation rather than a question answer session. I
want you to feel comfortable elaborating on your responses, and
there will be times where I will ask follow-up questions based
on your answers.

Our first questions are built to help me gain background
information about you and your experiences in teaching.
Introduction
How long have you been a teacher?
What subject matter do you teach?
What grades do you teach?
Can you describe your first experiences of teaching a class?
What is your favorite thing about teaching?
What, if anything, would cause you to leave the field of
teaching?
Researcher notes:

Our next few questions will focus primarily on learning. As a
teacher you see learning every day. Once again, I will be taking
notes and recording your responses. I want you to feel
comfortable elaborating on your responses, and I will ask you
follow-up questions based on your responses.
Learning
What research on learning are you familiar with?
Tell me about your experiences with successful learning.
What causes learning to take place?
How or why do you believe this?
How do think learning and communication is linked?
Do you think that all teachers believe they way that you do
about the link between communication and learning? Why?
In your opinion, what must teachers do for students to learn
best?
How do you perceive other teachers would respond to this
question?
What do you believe causes students not to learn?
What can be done to fix ineffective learning?
How can teachers change practice of communication to fix
students lack of learning?
Researcher notes:
Thank you for your responses to the learning based questions.
Our next questions will be tied to the role of engagement in the
learning process. As you have done with the previous questions,
please feel free to elaborate on your answers, and I will ask
follow-up questions.

Engagement
How would describe engagement?
How does your definition vary from your colleagues?
Do you use any engagement strategies in your teaching? Which
ones?
How have your strategies impacted your students’ learning?
What role does engagement in content play in learning?
How does this role affect the overall impact of learning?
Tell me a story about a time where you had total engagement in
your classroom.
Researcher notes:
Thank you for your responses on the engagement based
questions. Our next sets of questions will look at the role that
relationships and communication techniques play in the learning
process. We will continue to follow the same procedure as we
have been where you are welcome to elaborate as much as you
would like on your answers, and I will ask follow-up questions.
Relationship
Tell me about the types of relationships you have with your
students.
What does it mean to have student to teacher relationships?
Do you place an importance on student to teacher relationships?
If so, what do you believe is important about student to
teacher relationships?
How can student to teacher relationships impact learning?
How do you feel your relationships with student’s impacts their
learning?
Can you share with me an example about a time when you had a
strong relationship with a student or students?

Researcher notes:
Communication
Tell me about how you speak to your class.
When you speak to your class verbally, what speech
mechanisms are important for optimal learning to take place?
Why are these important?
Can you think of an example where you may have felt
aggressive in your communication with students?
How can a teacher be too aggressive with their classroom?

Has there ever been a time where a student just did not respond
to you in the way you expected?
If so, describe.
What is your opinion of a teacher’s use of humor in the learning
process?
How can humor enhance or detract from learning?
Researcher notes:
In this final section I want to allow you to have the opportunity
to share with me any other information that you feel I should
consider in my research project. These last few questions will
conclude the interview process.
Conclusion
Do you think teacher input is valuable in learning research?
In what ways can teachers help researchers learn about strong
instructional practices that impact learning?
Are there other ideas you would like to add?
Thank you for your help with our project. Do you have any
questions for me about this research?
Again, thank you so much for your participation in my
interview today. Are there any final comments that you would
like to make that would help me in this research project or the
field of education as a whole?
Researcher notes:

. . . Teacher Burnout Survey Required1. I current

. . . Teacher Burnout Survey Required1. I current

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