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How Different Educators Perceive Teaching Conditions

ResearchBrief

Fall 2013

2013 TELLVermont Survey

Comparisons Across Participant Groups

With the leadership of Governor Shumlin, Secretary of Education Vilaseca, the Vermont Education Association, and a coalition of education stakeholders in collaboration with the New Teacher Center (NTC), administered the Vermont Teaching, Empowering, Leading and Learning Survey (TELL Vermont Survey) in spring 2013. The TELL Survey is a full population survey designed to report educators’ perceptions about the presence of teaching and learning conditions. The TELL Survey groups the conditions into eight distinct areas or constructs including: Time, Facilities and Resources, Professional Development, School Leadership, Teacher Leadership, Instructional Practices and Support, Managing Student Conduct, and Community Support and Involvement.

This brief is one in a series of reports providing results from the 2013 TELL Vermont Survey. Briefs describing preliminary findings for licensed educators and education support personnel (ESPs) and summarizing instrument design and psychometric properties can be found on the TELL Vermont website under the Resources tab (www.tellvermont.org/resources). These three documents also offer the research base supporting the connection between teaching and learning conditions and important outcomes, such as student performance and teacher retention. Please refer to them for more detail.

The purpose of this brief is to highlight differences in perceptions between and within groups of participants and subsets of schools. This report provides a summary of rates of agreement across constructs and items by different participant groups and demographic characteristics. Item-level data demonstrate the largest rates of agreement differences between participant groups. Construct-level data indicate differences within and across constructs by participant group. Results are provided to illustrate these differences and provide context for school and district improvement efforts. It should be noted that ESPs are not included in these results because the survey items differed for them.

Response Rate

NTC administered the anonymous survey to all school-based licensed educators and paraprofessionals in early 2013. The data for these analyses include more than 6,000 educators across the state, yielding a response rate of 55 percent. Respondents include several categories of educators: 4,580 are licensed educators (68 percent), two percent are administrators, nine percent are other licensed educators, such as librarians and school psychologists, and 21 percent are Education Support Personnel (ESP). Table 1 provides response rates by participant type.

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TABLE 1. RESPONSE RATE BY PARTICIPANT TYPE

Teachers

Administrators

Other Education Professionals

Education Support Personnel**

Total

Response Rate (N)Spring 2013Respondents*

68.4% (4,580)

1.8% (116)

8.5% (570)

21.4% (1,433)

54.7% (6,699)

*Note. The respondent category “teachers” includes instructional coaches, department heads, literacy specialists, etc. The respondent category “Other Education Professionals” includes school counselors, school psychologists, social workers, etc.

**ESPs are not included in the responses reported in this brief because survey items for were different than for the licensed educators listed in Table 1.

TABLE 2. 2013 SURVEY RESPONSE RATE BY SCHOOL TYPE

Elementary

Middle

High

Special

School Type

4,440

3,311

3,385

1,102

Responded HeadcountPercent

Responded

2,404

1,719

1,847

729

54.1

51.9

54.6

66.2

Response rates vary by school type. Table 2 shows that 54 percent of staff assigned to elementary schools participated in the survey, 52 percent of middle school staff responded, 55 percent of high school staff responded, and 66 percent of special school staff responded.

As Table 3 illustrates, 70 percent of schools (225 out of 322) met or exceeded the 40 percent response rate threshold required to receive an individual school-level data report. All results may be viewed online at www.tellvermont.org.

TABLE 3. PERCENT OF SCHOOLS ABOVE 40 PERCENT THRESHOLD BY LEVEL

Elementary

Middle

High

Special

Total

School Type

99

61

41

24

225

SchoolsMeeting

ThresholdTotal

Schools

% of SchoolsMeeting

Threshold

151

86

53

32

322

65.6

70.9

77.4

75.0

69.9

Findings

The Preliminary Findings brief for licensed educators provides data aggregated at the state level. This brief provides comparisons in order to show variation in the perceived presence of teaching conditions based on one’s position, years of experience, and school level. The descriptive information included demonstrates that reporting the data by different demographic and organizational characteristics presents alternative ways to view and think about the results. Implications are provided after each comparison.

Comparisons by PositionFinding: Principals view teaching conditions more positively than teachers.Principals report higher rates of agreement across all but three survey items. Table 4 highlights the greatest differences in perceptions between principals and teachers in 2013. Examples of large differences between the two groups can be found in all survey areas. Some of the largest discrepancies in perception between teachers and principals are in the areas of Teacher Leadership, School Leadership, and Managing Student Conduct.

PrinciPals rePort higher rates of agreement across all but three survey

items.


TABLE 4. 2013 ITEM RATES OF AGREEMENT BY PRINCIPALS AND TEACHERS

Principals Teachers Difference

The faculty has an effective process for making group decisions to solve problems.

School administrators consistently enforce rules for student conduct.

Teachers feel comfortable raising issues and concerns that are important to them.

The school leadership consistently supports teachers.

The faculty and leadership have a shared vision.

There is an atmosphere of trust and mutual respect in this school.

Teachers have access to reliable communication technology, including phones, faxes and email.

The curriculum taught in this school is aligned with the Common Core Standards.

State assessment data are available in time to impact instructional practices.

89.7

97.4

98.7

100.0

92.3

89.5

80.5

46.8

32.5

46.8

55.8

59.5

61.6

57.5

55.7

88.0

56.6

43.2

42.9

41.6

39.2

38.4

34.8

33.8

-07.5

-09.8

-10.7

Survey ItemsPercent Agree

• The question with the greatest difference (43 percentage points) between principals and teachers, ‘The faculty has an effective process for making group decisions to solve problems,’ is in the area of Teacher Leadership. Nine out of 10 principals (90 percent) agree with this item compared to less than half of teachers (47 percent).

• Almost all principals (97 percent) agree that school administrators consistently enforce rules for student conduct compared to 56 percent of teachers who agree, a 42-percentage-point difference.

• Nearly all principals (99 percent) report that teachers feel comfortable raising issues and concerns that are important to them compared to six out of 10 teachers (60 percent) who agree.

• All principals agree that they consistently support teachers compared to 62 percent of teachers.

This pattern continues with other items related to School Leadership, specifically around shared visions and atmospheres of trust. Principals and teachers differ in their perceptions on these items by 35 and 34 percentage points respectively.

For three items, teachers report higher agreement than their principal colleagues. More teachers (88 percent) than principals (81 percent) agree that teachers have access to reliable communication technology. While few teachers (57 percent) or principals (47 percent) view the curriculum as aligned with the Common Core Standards, teachers are more positive than principals. Similar results are found for the item asking if state assessment data are available in time to impact instructional practices. Less than half of teachers (43 percent) or principals (33 percent) agree with this item.

all PrinciPals agree that they consistently support teachers compared

to 62 percent of teachers.

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TABLE 5. 2013 ITEM RATES OF AGREEMENT BY STAYERS AND MOVERS

Stayers Movers Difference

Overall, my school is a good place to work and learn.

There is an atmosphere of trust and mutual respect in this school.

The faculty and leadership have a shared vision.

The school leadership consistently supports teachers.

Teachers have an appropriate level of influence on decision making in this school.

School administrators support teachers’ efforts to maintain discipline in the classroom.

In this school we take steps to solve problems.

Teachers feel comfortable raising issues and concerns that are important to them.

83.8

59.6

60.9

65.0

55.1

76.1

68.9

62.8

38.6

25.0

28.0

33.0

25.5

46.7

40.7

34.8

45.2

34.6

32.9

32.0

29.5

29.4

28.2

27.9

Survey ItemsPercent Agree

Implication: Teacher and principal differences in perceived conditions is not uncommon. However, the impact of these differences is important. For a staff to prioritize areas of need, there must first be a shared understanding of the most pressing concerns. Administrators play a critical role in defining areas of focus as school leaders. Therefore acknowledging the consistent differences between teachers and principals is an important first step, especially given the discrepancies identified around shared visions and mutual trust. The TELL data presents an opportunity to facilitate staff discussions in these areas.

Comparisons by Future Employment PlansFinding: Teachers who intend to stay at their current school report more positive teaching conditions than those who intend to move to a different school.

The TELL Survey includes a question that asks teachers to describe their immediate professional plans. “Stayers” includes those teachers who intend to remain teaching in their current schools. “Movers” includes those who want to remain teaching, but not in their current schools. A comparison of stayers versus movers suggests that these two groups of educators view their teaching and learning conditions differently. Stayers

report higher rates of agreement on every question of the survey than their mover colleagues (Table 5).

• Many of the questions with the greatest percentage point differences between stayers and movers reside in the constructs of School Leadership and Teacher Leadership.

• For four of the five questions with the greatest differences between stayers and movers, the rate of agreement among stayers is more than twice the rate of agreement reported by movers.

• The greatest difference between the groups is found on the item, ‘Overall, my school is a good place to work and learn.’ Stayers report 84 percent agreement and movers report 39 percent agreement, a difference of 45 percentage points.

• Additionally, movers report low rates of agreement, less than half to a quarter of movers agree with the items in Table 5. For example, 25 percent of movers perceive that there is an atmosphere of trust and respect in their current schools.


most beginning teachers are assigned a formal mentor but less than

half of them have formal time to meet during school.

TABLE 6. PERCENT OF BEGINNING TEACHERS INDICATING SCHOOL SUPPORTS

Yes No

Formally assigned mentor

Regular communication with principals, other administrator or department chair

Orientation for new teachers

Access to professional learning communities where I could discuss concerns with other teacher(s)

Common planning time with other teachers

Formal time to meet with mentor during school hours

Seminars specifically designed for new teachers

Release time to observe other teachers

17.3

26.1

27.6

41.4

46.6

61.9

63.2

69.4

82.7

73.9

72.4

58.6

53.4

38.1

36.8

30.6

Survey Items

Percent Agree2013

Implications: Teachers identify positive teaching conditions as important factors in deciding to continue teaching at a school. Specifically, the TELL data indicate teachers intending to remain in current assignments report stronger School Leadership compared to teachers who intend to leave their current schools. Considering which conditions contribute to teachers’ plans to stay or leave a school provides staff with areas of focus for school improvement planning.

Comparisons by Years of Experience TeachingFinding: Most beginning teachers are assigned a formal mentor but less than half of them have formal time to meet during school.

As Table 6 indicates, more than eight out of 10 (83 percent) new teachers have a mentor. Almost three-quarters report regular communications with administrators (74 percent) and

an orientation for new teachers (72 percent). However, less than six out of ten report other supports.

• While 83 percent of new teachers are assigned a formal mentor, only 38 percent have formal time during school hours to meet.

• Three out of 10 new teachers (31 percent) report having release time to observe other teachers.

• Over one-third of beginning teachers indicate having seminars for new teachers (37 percent).

• About half of the beginning teachers have a common planning time (53 percent) and access to professional learning communities (59 percent).

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FIGURE 1. 2013 FREQUENCY OF MENTOR SUPPORT

Addressing student or classroom behavioral issues

Reflecting on the effectiveness of my teaching together

Being observed teaching by my mentor

Analyzing student work

Reviewing results of students’ assessments

Developing lesson plans

Observing my mentor’s teaching

Aligning my lesson planning with the state curriculum and local curriculum

Percent Agreement0% 20% 40% 60% 80% 100%

The Survey also asks beginning teachers how frequently they receive specific mentor supports. More than half of new teachers assigned a mentor, indicate frequent help with student behavior issues and reflecting on instructional practice; however, few report frequent assistance in key areas such analyzing student work. See Figure 1.

• Two-thirds of beginning teachers (66 percent) assigned mentors report mentor assistance with addressing classroom management issues once a month or more.

• Six out of 10 new teachers (61 percent) indicate that their mentors frequently help them reflect on instructional effectiveness.

• Almost one-quarter of new teachers (24 percent) record being observed by their mentor once a month or more.

However, about four out of 10 or more beginning teachers report never:

• Analyzing student work with their mentors (39 percent),

• Reviewing student assessment results (40 percent),

• Developing lesson plans with their mentors (43 percent),

• Aligning lesson plans with the state assessment with mentors (50 percent), or

• Observing their mentor teach (61 percent).

Figure 1: 2013 Frequency of Mentor Support

61%

50%

43%

40%

39%

36%

20%

13%

22%

19%

24%

23%

23%

40%

20%

21%

17%

31%

33%

37%

37%

24%

61%

66%

0% 20% 40% 60% 80% 100%

Observing my mentor's teaching

Aligning my lesson planning with the statecurriculum and local curriculum


Reviewing results of students' assessments



Reflecting on the effectiveness of myteaching together

Addressing student or classroom behavioralissues

Frequency of Support

Men

tor

Supp

orts

Never Less than once per month Once per month or more

Figure 1: 2013 Frequency of Mentor Support

61%

50%

43%

40%

39%

36%

20%

13%

22%

19%

24%

23%

23%

40%

20%

21%

17%

31%

33%

37%

37%

24%

61%

66%

0% 20% 40% 60% 80% 100%

Observing my mentor's teaching

Aligning my lesson planning with the statecurriculum and local curriculum


Reviewing results of students' assessments



Reflecting on the effectiveness of myteaching together

Addressing student or classroom behavioralissues

Frequency of Support

Men

tor

Supp

orts

Never Less than once per month Once per month or more

Men

tor S

uppo

rts


FIGURE 2. 2013 MENTOR SUPPORTS WITH MOST INFLUENCE ON BEGINNING TEACHER PRACTICE

Percent Agreement

0% 20% 40% 60% 80% 100%

The Survey also asks new teachers to identify how much the support they receive from their mentors influences their practice in specific areas. Figure 2 displays the practices that beginning teachers report are most influenced by mentor support and Figure 3 lists the practices that beginning teachers perceive as least influenced by mentor support.

• On only one item did over half (55 percent) of beginning teachers report that mentor support provided quite a bit or a great deal of influence, this was in the area of providing emotional support.

• About one-third of new teachers perceive that mentor support significantly influenced their ability to comply with policies and procedures (38 percent), complete administrative paperwork (35 percent), and work with other teachers (32 percent).

• About 30 percent indicate mentor support greatly influences new teacher classroom management strategies and instructional strategies.

However, it should be noted that about the same proportion of new teachers indicate mentor support provided little or no influence in these same areas (ranging from 32 to 36 percent), with the exception of providing emotional support.

Providing emotional support

Complying with policies and procedures

Completing administrative paperwork

Working collaboratively with other teachers at my school

Classroom management strategies

Instructional strategies

Figure 2: 2013 Mentor Supports with Most Influence on Beginning Teacher Practice

19%

18%

20%

20%

18%

12%

14%

14%

14%

16%

14%

8%

37%

37%

34%

29%

31%

24%

30%

31%

32%

35%

38%

55%

0% 20% 40% 60% 80% 100%



Working collaboratively with otherteachers at my school




Amount of Influence

Beg

inni

ng T

each

er P

ract

ices

Not at all Hardly at all Some Quite a bit or a great deal

Figure 2: 2013 Mentor Supports with Most Influence on Beginning Teacher Practice

19%

18%

20%

20%

18%

12%

14%

14%

14%

16%

14%

8%

37%

37%

34%

29%

31%

24%

30%

31%

32%

35%

38%

55%

0% 20% 40% 60% 80% 100%



Working collaboratively with otherteachers at my school




Amount of Influence

Beg

inni

ng T

each

er P

ract

ices


Begi

nnin

g Te

ache

r Pra

ctic

es

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Those areas of beginning teacher practice least influenced by mentor support are displayed in Figure 3.

• Over half of new teachers indicate that mentor support has little or no influence over the subject matter they teach (51 percent), using data to identify student needs (52 percent), or involving parents or guardians (54 percent).

• More than four out 10 teachers report that mentor support has little or no influence over their ability to connect with resource professionals (46 percent), create equitable classrooms (41 percent), or differentiate instruction (41 percent).

Implication: While research indicates that a lack of beginning teacher support is not uncommon, the consequences are severe, including loss of teachers and invested resources. District and school staff can use the TELL data as one way to examine mentoring supports offered and enhance this area identified as critical to retaining beginning teachers. Particularly, staff may want to explore if mentors are spending enough time emphasizing appropriate topics and if mentor support is influencing the expected areas of beginning teacher practice.

FIGURE 3. 2013 MENTOR SUPPORTS WITH LEAST INFLUENCE ON BEGINNING TEACHER PRACTICE

Percent Agreement0% 20% 40% 60% 80% 100%

Begi

nnin

g Te

ache

r Pra

ctic

es

Subject matter I teach

Using data to identify student needs

Enlisting the help of family members, parents and/or guardians

Connecting with key resource professionals (e.g., counselors, etc.)

Creating a supportive, equitable classroom where differences are valued

Differentiating instruction based upon individual student needs and characteristics

Figure 3: 2013 Mentor Supports with Least Influence on Beginning Teacher Practice

25%

28%

29%

33%

34%

35%

16%

13%

17%

21%

18%

16%

36%

35%

28%

32%

31%

28%

23%

24%

27%

14%

17%

20%

0% 20% 40% 60% 80% 100%

Differentiating instruction based uponindividual student needs and characteristics

Creating a supportive, equitable classroomwhere differences are valued

Connecting with key resourceprofessionals (e.g., counselors, etc.)

Enlisting the help of family members,parents and/or guardians



Amount of Influence

Beg

inni

ng T

each

er P

ract

ices


Figure 3: 2013 Mentor Supports with Least Influence on Beginning Teacher Practice

25%

28%

29%

33%

34%

35%

16%

13%

17%

21%

18%

16%

36%

35%

28%

32%

31%

28%

23%

24%

27%

14%

17%

20%

0% 20% 40% 60% 80% 100%

Differentiating instruction based uponindividual student needs and characteristics

Creating a supportive, equitable classroomwhere differences are valued

Connecting with key resourceprofessionals (e.g., counselors, etc.)

Enlisting the help of family members,parents and/or guardians



Amount of Influence

Beg

inni

ng T

each

er P

ract

ices



FIGURE 4. 2013 AVERAGE RATES OF AGREEMENT ACROSS ALL CONSTRUCTS COMBINED BY YEARS OF EXPERIENCE

Perc

ent A

gree

men

t

First Year 2-3 Years 4-6 Years 7-10 Years 11-20 Years 20+ Years

Years of Experience

across constructs, the first-year educators report the highest rates of

agreement (79 percent).

Finding: New teachers perceive more positive teaching conditions compared to veteran teachers.

Factors like the number of years of experience in teaching influence respondents’ perceptions of whether or not positive conditions are present. Figure 4 demonstrates that first-

year teachers report the highest agreement rates across all constructs combined compared to more veteran teachers. Across constructs, the first-year educators report the highest rates of agreement (79 percent). The other experience levels report similar agreement rate ranging from 71 percent for two-to-six-year teachers to 69 percent for seven-to-20-year teachers.

Figure 4: 2013 Rates of Agreement Across all Constructs Combined by Years of Experience

79

71 7169 69

70

60

65

70

75

80

85

First Year 2-3 Years 4-6 Years 7-10 Years 11-20 Years 20+ years

Perc

ent A

gree

men

t

Years of Experience

85

80

75

70

65

60

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FIGURE 5. 2013 AVERAGE RATE OF AGREEMENT BY CONSTRUCT BY EXPERIENCE LEVELS

Perc

ent A

gree

men

t

Teaching Conditions

90

85

80

75

70

65

60

55

50Time Facilities

andResources

Community Support and Involvement

Managing Student

Conduct

Teacher Leadership

School Leadership

Professional Development

Instructional Practices

and Support

Figure 5 shows average rates of agreement by construct for first-year teachers, teachers with four to six years of experience, and teachers with 11 to 20 years of experience to demonstrate differences by years in the profession.

• Comparing the three groups of educators, those in their first year of experience report the highest agreement across all Survey constructs.

• Across the three groups, the highest rates of agreement are reported for Facilities and Resources and the lowest rates of agreement reported for Time.

• The largest discrepancy in agreement is found between first-year teachers’ and veteran teachers’ perceptions of School Leadership. There is a 14-percentage-point difference between first-year teachers and four-to-six-year teachers and a 16-percentage-point difference between first-year teachers and 11-20 year teachers.

• For two constructs, Facilities and Resources and Community Support and Involvement, the middle year teachers indicate the lowest agreement (78 percent and 75 percent respectively). For Managing Student Conduct veteran teacher groups indicate the same rates of agreement, 72 percent.

Figure 52013 Average Rate of Agreement by Construct by Experience Levels

72

84 83

76

8482

7578

62

7875

72

76

6865

70

60

8076

72 71

66

61

68

50

55

60

65

70

75

80

85

90

Perc

ent A

gree

men

t

Teaching Conditions

First Year 4-6 Years 11-20 Years

Figure 52013 Average Rate of Agreement by Construct by Experience Levels

72

84 83

76

8482

7578

62

7875

72

76

6865

70

60

8076

72 71

66

61

68

50

55

60

65

70

75

80

85

90

Perc

ent A

gree

men

t

Teaching Conditions

First Year 4-6 Years 11-20 Years


Implication: Positive teaching conditions are related to higher teacher retention. Regardless of which schools teachers are assigned to, they are more likely to remain if they work in a positive school environment. Additionally, regardless of years of experience, teachers in positive school environments report more satisfaction. TELL data show a pattern where teachers’ perceptions of positive conditions decrease after their first year of service. This pattern may indicate an area for staff to investigate, particularly in areas with relatively large discrepancies, such as School Leadership and Professional Development.

Comparison by School LevelFinding: Elementary educators generally report more positive teaching conditions than middle and high school educators.

Rates of agreement by construct vary by what level educators teach (elementary, middle, or high schools). See Figure 6. Educators in elementary schools report higher agreement than

middle or high school teachers, except in the areas of Time and Facilities and Resources.

• The largest difference in rates of agreement between school levels is reported for the areas of Community Support and Involvement and Managing Student Conduct. There is a ten percentage point difference between elementary school educator rates of agreement and high school educator agreement.

• Two-thirds or less of educators, regardless of school level, agree that they have adequate Time or Professional Development.

• Middle school educators report the lowest agreement overall for Time, 56 percent.

• The least variation in rate of agreement across school levels is reported for the Facilities and Resources construct.

FIGURE 6. 2013 AVERAGE RATE OF AGREEMENT BY CONSTRUCT BY SCHOOL LEVEL

Perc

ent A

gree

men

t

Teaching Conditions

90

85

80

75

70

65

60

55

50Time Facilities

andResources

Community Support and Involvement

Managing Student

Conduct

Teacher Leadership

School Leadership

Professional Development

Instructional Practices

and Support

Figure 6: 2013 Rate of Agreement by Construct by School Level

60

79

83

7774

7066

73

56

80

76 7573

68

64

71

64

80

73

6769

64

59

66

505560657075808590

Perc

ent A

gree

men

t

Teaching Conditions

Elementary Middle High

Figure 6: 2013 Rate of Agreement by Construct by School Level

60

79

83

7774

7066

73

56

80

76 7573

68

64

71

64

80

73

6769

64

59

66

505560657075808590

Perc

ent A

gree

men

t

Teaching Conditions

Elementary Middle High

919.806.2200- 12 -

Implication: While finding that elementary school teachers perceive more positive conditions compared to secondary teachers is not surprising, typically due to smaller size and higher levels of community involvement, it should not be overlooked that research documents strong teaching conditions in other areas, such as school leadership, can reduce differences in perceived conditions across school levels. The pattern TELL data exhibit by school level provide an opportunity for secondary staff to examine gaps in perception of teaching conditions, specifically in the areas of Managing Student Conduct and Community Support and Involvement.

Summary As this brief demonstrates, there are differences between educators across the state and how they perceive their teaching and learning conditions based on position, intent to remain at a school, years of experience, and school level. Principals report higher rates of agreement across almost all survey items compared to teachers. Teachers intending to stay at their current school report higher rates of agreement on every question of the survey than their colleagues planning to leave the school. Across constructs, beginning teachers report higher rates of agreement. Across all but two constructs, teachers in elementary schools report higher agreement than middle or high school teachers.

These differences may have important implications for school improvement planning and should be examined closely by local stakeholders. The TELL Vermont Survey data provide an entry point for conversations at the district and school

level. Understanding the perspectives represented by different stakeholders may allow educators to collaboratively identify areas of priority.

• School improvement planning should be a collaborative and inclusive process to capture the different perspectives of as many people as possible across a school. Including all stakeholders in the development of a plan is an important step to encouraging dialogue about new processes.

• Wide differences between educators in a school about teaching and learning conditions can sometimes be challenging to talk about. Efforts to set collaborative norms, agree on common definitions, focus topics, and approach the process transparently and objectively are important to promote open and safe discussion about teaching and learning conditions.

• Wide differences across staff can sometimes be the result of complex and long-term challenges in communication, procedures, and/or behaviors. Solutions to some of these identified challenges may be complex and take time to explore.

Results of the TELL Vermont Survey are an important tool in identifying areas for school improvement planning. The supporting tools, graphic organizers, drilldown processes, and facilitators guides located at www.tellvermont.org can be a valuable resource to engaging school staff in efficient and meaningful dialog about their teaching and learning conditions.

across all but two constructs, teachers in elementary schools report

higher agreement than middle or high school teachers.


About the New Teacher CenterNew Teacher Center focuses on improving student learning by accelerating the effectiveness of new teachers. NTC partners with states, school districts, and policymakers to design and implement systems that create sustainable, high-quality mentoring and professional development; build leadership capacity; work to enhance teaching conditions; improve retention; and transform schools in vibrant learning communities where all students succeed.

725 Front Street, Suite 400, Santa Cruz, CA 95060831-600-2200 I Fax: 831-427-9017 I [email protected]

BRF-TCCOM-USVT-1308-EN

Endnotes

i. Kelley, R., Thornton, B., & Daugherty, R. (2005). Relationships between measures of leadership and school climate.

Education, 126 (1).

ii. Guarino, C., Santibañez, L., & Daley, G. (2006). Teacher recruitment and retention: A review of the recent empirical

literature. Review of Educational Research, 76 (2).

Horng, E. (2009). Teacher tradeoffs: Disentangling teachers’ preferences for working conditions and student demographics.

American Educational Research Journal, 46 (3).

iii. Kardos, S. & Johnson, S. (2007). On their own and presumed expert: New teachers’ experience with their colleagues.

Teachers College Record, 109 (9).

iv. See ii.

v. Alt, M. & Henke, R. (2007). To teach or not to teach? Teaching experience and preparation among 1992–93 bachelor’s

degree recipients 10 years after college. U.S. Department of Education. Washington, D.C.: National Center for Education

Statistics.

vi. See v.

vii. Ladd, H. (2009). Teachers’ perceptions of their working conditions: How predictive of policy relevant outcomes? CALDER

Working Paper 33. Washington, D.C.: National Center for Analysis of Longitudinal Data in Education.

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