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Teacher Insight Survey 2019

This survey highlights the areas of strength and areas for growth in Brevard School District based on teacher insights. The survey reveals high response rates across grade levels and identifies opportunities to improve evaluation processes, peer culture, leadership, learning environment, and professional development. The implications for future work include addressing the opportunity gap and ensuring students meet grade level expectations. Contact Alba Mike at alba.mike@brevardschools.org for more information.

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Teacher Insight Survey 2019

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  1. Teacher Insight Survey2019

  2. 3,495 • 88% of teachers responded • High School – 82% (776) • Elementary – 90% (2060) • Middle - 90% (398) • Middle/High – 90% (216)

  3. Brevard is above the national average in all 10 domains identified within the Insight Survey

  4. Teacher Areas of Focus 10 Dimensions

  5. Evaluation 6.6/10 Areas of Strength • Teachers are clear on how they will be evaluated and what is expected of them. (92%, 91%) • Effective teaching is clearly defined at my school. (87%) Growth Area Teachers do not see how the evaluation process helps them identify areas of strengths and weaknesses (65%)

  6. Peer Culture 6.5/10 Areas of Strength • Teachers state there are many examples peers that set an example of what highly effective teaching looks like (90%) • Common vocabulary is utilized to discuss effective teaching. (84%) Growth Area There is a low tolerance for ineffective teaching at my school (70%)

  7. Leadership 6.5/10 Areas of Strength • School leaders articulate a clear vision that drives priorities and models positive behaviors. (83%) • My school has effective instructional leadership. (82%) Growth Area Leaders at my school seek out feedback from teachers (75%)

  8. Learning Environment 6.2/10 Areas of Strength • Leaders at my school promote safe and productive LE (85%) • My school is a good place to teach and learn. (82%) Growth Area Across my school, there are consistent expectations and consequences for student behavior. (62%)

  9. Professional Development 6.2/10 Area of Strength • My School is committed to improving my instructional practice. (86%) Growth Areas • Does PD within a school: • Helps teachers improve instruction (70%) • Demonstrates how to effectively teach rigorous content (70%)

  10. Other Areas of Growth • Does observer follow up on feedback from previous evaluation (64%) • Leaders regularly reviews student work (55%) • Students write to explain their ideas across all subject areas (63%)

  11. Implications for Future Work • Teachers at my cchool use instructional time to address grade-level standards, even when students are below grade level. (86%) • My school implements a rigorous academic Curriculum (86%) • Students at my school can achieve the academic standards for their grade level. (76%) 33% SA, 43% A

  12. Opportunity Gap “Our research makes clear that gaps in students’ school experiences and outcomes are not inevitable” TNTP The Opportunity Myth

  13. Questions to Consider • How do school/district leaders address that 24% of BPS teachers do not believe that their students can meet grade level expectations? • How do school/district leaders ensure that teachers understand what rigorous/grade appropriate expectations looks like? • What additional supports or trainings do school leaders need in order to monitor grade level expectations throughout their campus? • What additional supports or trainings do instructional staff need in order to provide grade level tasks/text to all students?

  14. Retention

  15. Retention

  16. THANKS! Any questions? Alba.mike@brevardschools.org

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