How middle schools use aggressive surveys to indoctrinate teachers and coerce them to push the LGBT agenda on students

SECTION 1

In this section, you will determine the level to which you are likely to act in accordance with the following statements. (7 questions)

Pick from: Very Unlikely, Somewhat Unlikely, Neither Likely nor Unlikely, Somewhat Likely, Very Likely

1. How likely are you to incorporate LGBTQ+ inclusive language into your teachings and interactions?*
2. How likely are you to use gender-neutral pronouns when referring to someone you do not know (or whose gender pronouns you do not know)?*
3. How likely are you to ask students what their gender pronouns are?*
4. How likely are you to remember a student’s preferred name(s)?*
5. How likely are you to correct a student if they use an incorrect name or gender pronoun to refer to someone else?*
6. How likely are you to correct a colleague if they use an incorrect name or gender pronoun to refer to someone else?*
7. How likely are you to intervene in situations where anti-LGBTQ+ behaviors and language are present?*

SECTION 2

In this section, you will determine the level to which you agree or disagree with the following statements. (36 Questions)

Pick from: Strongly Disagree, Somewhat Disagree, Neither Agree nor Disagree, Somewhat Agree, Strongly Agree

1. I can confidently differentiate between gender, sex, and sexuality.*
2. I am informed about the needs and experiences of LGBTQ+ people.*
3. I can confidently direct LGBTQ+ students to relevant services and resources.*
4. I am familiar with gender pronouns (including gender-neutral pronouns) and how to properly refer to folks with differing identities.*
5. I feel comfortable asking students what their gender pronouns are.*
6. I feel comfortable referring to students using the gender pronouns they claim for themselves.*
7. I feel comfortable switching back and forth between different gender pronouns to refer to someone that has more than one.*
8. I am familiar with neopronouns.*
9. I feel comfortable using neopronouns.*
10. I am informed about what “dead names” are.*
11. I feel comfortable asking students about their preferred name(s).*
    (A preferred name is a name that may differ from a name on legal documentation.)
12. I feel comfortable using students’ preferred names.*
13. It is difficult for me to remember someone's gender pronouns or preferred name(s).*
14. It is necessary to use the preferred name(s) and gender pronouns that a person tells me to use when referring to them.*
15. People's names and pronouns can change at any time.*
16. I know how to correct myself and others if an incorrect name or gender pronoun is used to refer to someone.*
17. I am informed about LGBTQ+ inclusive language and how to use it.*
18. I consciously and consistently incorporate LGBTQ+ inclusive language into my teachings and interactions.*
19. I am informed about what language and behaviors would be considered anti-LGBTQ+.*
20. I feel that anti-LGBTQ+ interactions frequently occur at my school.*
21. I feel comfortable with intervening in situations where anti-LGBTQ+ language and behaviors are present.*
22. It is my responsibility to follow through with reporting and monitoring instances of anti-LGBTQ+ behavior and language that I personally witness or that have been brought to my attention by a student.*
23. I am informed about the laws that protect LGBTQ+ students in schools and my duties to uphold them.*
24. I am informed about potential psychological and emotional effects of anti-LGBTQ+ environments on LGBTQ+ youth.*
    (Anti-LGBTQ+ environments can include places where LGBTQ+ people are physically or emotionally harmed due to their identity or invalidated through misgendering or misnaming.)
25. I am informed about how other identities, like race and culture, affect the experiences of LGBTQ+ youth.*
26. I feel confident supporting LGBTQ+ youth with multiple marginalized identities.*
    (Marginalized identities are identities that are typically disadvantaged through structures of oppression, like race or gender discrimination. An example of a person with multiple marginalized identities could be someone who is both LGBTQ+ and a woman.)
27. I can tell what a person’s gender or gender pronouns are based on their appearance.*
28. Our staff needs training on how to best support LGBTQ+ students.*
29. I have been given the tools and support (from higher-ups) to make the best decisions regarding the needs of our LGBTQ+ students.*
30. In this school, LGBTQ+ students do NOT face any safety concerns that are different from their non-LGBTQ+ peers.*
31. In this school, LGBTQ+ students do NOT get treated any differently than their non-LGBTQ+ peers.*
32. In this school, LGBTQ+ students are reprimanded more often than non-LGBTQ+ students.*
    (i.e., dress code, truancy, behavior, etc.)
33. I have heard my co-workers use anti-LGBTQ+ language before.*
34. One or more of my co-workers are unwilling to change their ways when told they are doing or saying things that are insensitive to the LGBTQ+ community.*
35. My cultural and/or religious beliefs conflict with my ability to support LGBTQ+ students.*
36. Anti-LGBTQ+ beliefs only negatively affect LGBTQ+ people.*

SECTION 3

In this section, you will respond to questions with a definitive "yes" or "no."
(6 Questions)

1. Do you share gender pronouns with students?*

If yes, how often do you share your gender pronouns with students?
(Options can include "at the beginning of each year," "when a student asks my pronouns," etc.)

2. Do you document students’ gender pronouns?*

If yes, how often do you document students' gender pronouns?
(Options can include "at the beginning of each year," "when a student specifically requests it," etc.)

3. Do you document students’ preferred names?*
   
   If yes, how often do you document students’ preferred names?
   (Options can include "at the beginning of each year," "when a student specifically requests it," etc.)
4. Do you follow a formal and uniform procedure to ensure that students’ gender pronouns and preferred names are documented and used by yourself and potential substitute teachers?*
   (In this instance, "formal and uniform procedure" refers to a system or process that is school-wide, or widely practiced by you and your colleagues and is an expected standard that is enforced by your administration.)
5. Do you follow a formal and uniform procedure to ensure students' safety when using their preferred names and gender pronouns?*
   (In this instance, "formal and uniform procedure" refers to a system or process that is school-wide, or widely practiced by you and your colleagues and is an expected standard that is enforced by your administration.)
6. Have you received bystander intervention training within the past two years?*
   
   If yes, did the training incorporate tools and procedures for addressing anti-LGBTQ+ bullying and harassment?

SECTION 4

In this section, questions are open-ended and to be answered in a short answer format. Questions are optional, you are not required to answer. (2 Questions)

1. What are some of the LGBTQ-related resources you are aware of?
   (This could be virtual or in person, provided by the school or an outside entity, or national or local.)
2. Do you have any LGBTQ-related concerns or questions you want to be addressed during our professional development workshop?