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Teacher Working Conditions are Student Learning Conditions Eric Hirsch

Teacher Working Conditions are Student Learning Conditions Eric Hirsch New Teacher Center at the University of California at Santa Cruz Sandhills Regional Educational Consortium Principal Institute October 30, 2007. Reasons for Teacher Dissatisfaction.

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Teacher Working Conditions are Student Learning Conditions Eric Hirsch

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  1. Teacher Working Conditions are Student Learning Conditions Eric Hirsch New Teacher Center at the University of California at Santa Cruz Sandhills Regional Educational Consortium Principal Institute October 30, 2007

  2. Reasons for Teacher Dissatisfaction Source: Richard M. Ingersoll, Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38 (Fall 2001): 499-534.

  3. Surveys in 2006 and 2007 • Kansas – 53% response rate statewide with over 21,000 educators and data available for about 1,000 schools • Mississippi – 67% response rate statewide with data from more than 25,000 educators • Nevada – 49% response rate for Clark County (over 8,000 educators) done annually as part of CCSD/CCEA interest-based agreement. Similar response rate in 2007 • Ohio – pilot in 2005 and voluntary survey in 2006 and 2007. Data from 2007 for over 15,000 (44% response rate) educators in 310 schools across 65 districts • Arizona – 70% response rate in 7,500 educator phase-in 2006 and 53% response rate with more than 32,000 educators statewide in 2007 • North Carolina – 66% response rate statewide with over 75,000 educators and data for 1,985 of 2,200 schools. Survey conducted in 2002 (38% response rate) and 2004 (38% response rate) • More than 250,000 respondents to the survey in the past 3 years

  4. Teacher Working Conditions are Student Learning Conditions

  5. Teachers on Which Working Condition is Most Necessary to Improve Student Learning

  6. “If I am allowed to utilize my teaching expertise—to draw from what I know will engage and stimulate my students—then students will achieve at levels no one could dream of. If I am hampered…then I can’t do what I do best.” - Teacher, Published in Threshold Magazinearticle on teacher working conditions

  7. TWC Questions in NC – Elementary by Performance Percentage agreement that working condition is in place based on quartiles of elementary schools on the North Carolina ABC Performance Composite.

  8. Six studies from five states demonstrate clear and significant connections between teaching conditions and student achievement and academic growth In North Carolina the models explained between 68-71 percent of the difference in school achievement on the performance composite, up to 20 – 25 percent of the differences in school achievement could be attributed to teaching conditions (particularly empowerment and leadership questions) at all levels Trusting environments with sufficient supports and materials were important to school success Teacher Working Conditions are Student Learning Conditions

  9. E=Elementary, M=Middle, H=High, G=Growth Indicator, A=Overall Achievement Indicator Note: Table only includes questions that were statistically significant in more than one location. See individual reports for full explanation of models and impact of questions on achievement measures.

  10. Examples of the Impact of TWC on Student Learning • A 1.1 estimated increase in the middle school performance composite was found for every 10 percent of educators who agree that the faculty is committed to helping every student learn • In North Carolina elementary schools where 60 percent or more of the staff agree that class sizes are reasonable, they are 1.3 times more likely to meet or exceed growth expectations. Middle schools where 80 percent or more of the faculty agree there is an atmosphere of trust and mutual respect were 2.2 times more likely to meet or exceed growth expectations • High schools with positive responses to the set of leadership questions (3.90 domain average or above) were 2.2 times more likely to meet or exceed growth expectations

  11. Teacher Working Conditions Affect Teacher Retention

  12. Teachers on Which Working Condition is Most Important to Future Employment Plans

  13. “Without a doubt, the principal is the number one factor in determining the desirability of being a part of a particular school community. Being respected and valued personally and professionally is something I have to have in order to stay in a school.” - Teacher, published in Threshold Magazine article on teacher working conditions

  14. Source: Hirsch, E. et al. Teacher Working Conditions Are Student Learning Conditions: A Report on the 2006 North Carolina Teacher Working Conditions Survey. Feb. 2007: CTQ.

  15. Working Conditions by Elementary School Turnover Working Conditions by Performance Composite Quartile Note: Results similar for secondary schools. For middle and high schools there were large gaps based on actual turnover on whether educators agreed that the School Improvement Team provides effective leadership

  16. E=Elementary School, M=Middle School, H=High School *** = Could not be modeled due to multicolinearity with other statistically significant leadership variables

  17. Teachers and Administrators View Working Conditions Differently

  18. Source: Hirsch, E. et al. Teacher Working Conditions Are Student Learning Conditions: A Report on the 2006 North Carolina Teacher Working Conditions Survey. Feb. 2007: CTQ.

  19. Source: Hirsch, E. et al. Teacher Working Conditions Are Student Learning Conditions: A Report on the 2006 North Carolina Teacher Working Conditions Survey. Feb. 2007: CTQ.

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

  21. In North Carolina, schools that used working conditions results as a tool for school improvement showed improvements in critical areas. For example, low TWC data use schools dropped from 63 percent to 42 percent agreement that there is an atmosphere of trust versus high use schools improved 2.2 percent (from 76 to 79 percent) between 2004 and 2006 Little variation in how individual educators viewed working conditions was found. But big differences existed across states in whether or not there was a teacher working conditions gap present in schools serving high poverty and high minority student populations. In North Carolina there were differences in leadership, empowerment and facilities and resources, but not professional development and time Other Findings from the NC Report

  22. State and District Policies to Improve Teaching and Learning Conditions

  23. Established TWC Survey as permanent part of budget TWC every 2 years as part of the budget Associated research and findings at both the statewide and school levels Established NC TWC Advisory Board to oversee implementation and dissemination of survey and the findings to school level as well as policy development Provides funding for SIT integration of working conditions data and the Real DEAL conference Evaluation of school principals SBE required to revise evaluation instrument for principal evaluation to include accountability of teacher retention, teacher support, and school climate State TWC Policies Passed in North Carolina

  24. Revision of MSA standards (Masters in School Administration) SBE required to revise MSA program standards to focus on providing positive school climate, teacher support, and teacher retention Requires all new principals To complete the  Principals Executive Program (PEP) - focusing on TWC; provides $125K  Creating 100 school-based family support teams - including school nurse and social worker at 100 schools in need State TWC Policies Passed in North Carolina

  25. Planning time for teachers- HB 1151 passed- requiring all SIT to document a plan to provide planning time for every teacher (goal of 5 hours per week) , and a duty-free lunch Expansion of Learn and Earn and New Schools Project (Gov.'s 21st Century High Schools) - at the core of the design of these new high schools is the foundation of planning time for teachers to beable to do their work • Unprecedented funding to support disadvantaged students and districts: $112 Million in new dollars • This includes the Low Wealth fund, DSSF monies to all 115 districts, and return of the discretionary reduction-new focus on teacher recruitment, retention, and support State TWC Policies Passed in North Carolina

  26. State TWC Policies Passed in North Carolina Leandro districts:provides continuation $2M of custom professional development to DSSF schools/ districts based on TWC survey and ABC scores. $6M in 2006 for literacy coaches in middle schools with lowest reading scores Customized analysis for original DSSF districts high schools in Turnaround High Schools All high schools under 70% proficiency for last two years Best Practices highlighted and shared through the Real D.E.A.L. Award winning schools

  27. This is bigger than any individual and it will take more than any one individual to address these conditions • This is about schools and school improvement planning, not accountability • Works best when done as a faculty together given some of the disparities in perceptions identified between teachers and principals • Not an event, it’s a process and needs to be a part of ongoing faculty conversations, not a one-time glance at the report

  28. Allow for flexibility and foster innovation in scheduling and planning time • Encourage principal to principal discussions that allow for open dialogue and sharing of ideas and experiences • Provide guidance on expectations for use of planning time without becoming overly prescriptive • Building in rewards for non-instructional time • Prioritize planning in the allocation of resources

  29. Administrators and faculty share a vision for the school • Schools have an effective group decision-making and problem-solving process • School leadership consistently supports teachers

  30. First Word/Last Word • What is one area of working conditions that you identified in looking at your data that you believe should be prioritized? (2 minutes) • Go around the small group and offer an insight based on what is working in your school or other ideas you may have. (Presenter silent – 2 minutes each) • Presenter end with ideas he/she thinks may work or clarifying questions (1 minute) • After all have presented – what support and assistance can Sandhills (or others) provide to assist in moving forward

  31. For More Information Eric Hirsch Director of Special Projects New Teacher Center at the University of California at Santa Cruz teachingconditions@gmail.com 919-951-9043 www.northcarolinatwc.org – for reports www.teacherworkingconditions.org – for online toolkit

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