...reminds us to give careful attention to the questions we select for our evaluation forms.

What you put into your questionnaire has everything to do with what you want it to tell you.

Why do you want a questionnaire? Can you get what you want to know by talking to your teachers and committee members?

I would think a few relatively short conversations with your team leaders or key teachers at each grade level would give you as much information as most questionnaires and probably more because you could solicit specifics. Certainly conversations could tell you if people thought their classes went well and which lessons and activities they liked best. If you have weekly teacher comment forms, you may have the information you want already. It is important to reach out to as many people as possible to get a good cross-section of opinions -- so talk to other people too.

What part of the process do the teachers and committee want to own?

I think it is a mistake to treat your teachers and committee members all the same. Some want to create new curricula and will not be happy with anything you give them. Some want lessons in a box -- curricula that they can open and use without any preparation. Some may not trust your judgment or may not feel that previous choices have met their needs. You need to talk to people to find out what they are thinking. If they want a bigger say, get them on a sub-committee to work with you on future selections. If they want to create curricula, work with them to identify the area they are interested in. Give them a thorough background in the curriculum development process and let them go to town. I think it is important to try to draw people into the process - all people, not just teachers and committee members. Give everyone including the children a chance to say or write about what they like and what they don't like. Get them to tell you about what they want to know more about. Personal opinion is important, but there are so many other factors that weigh into curriculum decisions that need to be considered like age-appropriateness, learning styles, values, etc. People can tell you what they liked. It is usually up to you and a knowledgeable group of curriculum gurus to figure out why one thing works and another doesn't. A curriculum that is good for one set of teachers may be deadly for another. For feedback to be valuable, you need to know the motivations of the people who gave it.

All that said, do you still need a questionnaire?

The answer is yes. You need a questionnaire to let people know you care about what they think and to solicit opinions you haven't gotten yet. Drawing a wider group into the process is part of educating them about congregational polity. I've given out lots of questionnaires. They are good for starting discussions. The most effective have been short and open-ended. I use questionnaires to help people think. I ask what did you like? What would you not repeat? And what would you do differently if you were to do this again? People who really had something to say said it anyway whether the question asked about their issues or not. People who have a lot to say or specific ideas should be contacted personally and asked to help with the process.