Where teachers are central to

improving schools

Teacher Working Conditions Teacher Working Conditions

in Guilford County Public Schoolsin Guilford County Public Schools

Center for Teaching QualityCenter for Teaching Quality

September 20, 2006September 20, 2006

Nee

d to

Foc

us o

n W

hat M

atte

rs f

or T

each

er R

eten

tion

• Avg. NC turnover: 12.95% (04-05) = need for approx. 10,000 teachers annually

• GCPS Turnover rate of 11.81% (04-05)

• Consistent turnover in schools leads to instability that can have a direct effect student learning, trust, collaborative culture, etc.

• Turnover is costly - approximately $11,000 or more for each recruit leaving in the first few years of teaching as conservative estimate

• Why are they leaving?

Wor

king

Con

diti

ons

are

the

Cau

se o

f D

issa

tisf

acti

on

2.2%

20.0%

16.3%

51.1%

6.5% 7.6%

14.3%

30.1%

7.6%9.2%

25.6% 25.5%

31.3%

39.4%

42.5%

50.1%

0%

10%

20%

30%

40%

50%

60%

Class Size too Large

Poor StudentMotivation

StudentDisciplineProblems

Poor Salary InadequateTime

ClassroomIntrusions

Lack ofFaculty

Influence

PoorAdministrative

Support

Low Poverty

High Poverty

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

• Survey every educator in participating districts in order to gather school data as each is unique in their issues as well as in investments and commitment toward improvement

• Can assess strengths and areas to improve upon based on what teachers experience everyday

• Puts teacher voice at the center of school improvement conversationsN

eed

for

Sch

ool b

y S

choo

l Dat

a to

Dri

ve

both

Loc

al a

nd S

tate

Ref

orm

s

Nee

d In

divi

dual

, Cus

tom

ized

Dat

a to

Dia

gnos

e an

d A

ddre

ss T

WC

Iss

ues

in S

choo

ls

Nor

th C

arol

ina

TW

C S

urve

y in

200

6• In 2006, more than 75,000 educators respond to TWC survey across North Carolina • Data for almost 2,000 NC schools (compared to 1,100 schools in 2004)

• All data available online: (www.northcarolinatwc.org)

• Help desk, incentives, outreach and better understanding of significance

• Waiting for 2006 Student Achievement and Teacher Retention Data

• But from 2002 and 2004 results, we know TWC matters: 1) student achievement, 2) teacher retention, and 3) exposes differences between perceptions of principals and teachers on TWC

Teacher Working Conditions are Student Learning Conditions

Tea

chin

g an

d L

earn

ing

Con

diti

ons

Mat

ter

for

Stu

dent

Ach

ieve

men

t

• Leadership was the single greatest predictor of AYP status at the middle school level, more so than school size and teacher retention. For every one point increase on the TWC survey, MS were almost 6.7 times more likely to have made AYP

• Schools were 4 times more likely to make AYP for every one point increase on the TWC on professional development

• For every one point increase on the survey in the facilities and resource domain avg., schools were 2.8 times more likely to make AYP

Tea

cher

Wor

king

Con

diti

ons

and

AY

P in

NC

0

5

10

15

20

25

30

35

40

Time

Facili

tes/R

ec

Leader

ship

Empo

werm

ent

Prof D

ev

NCAZNVKSOHGCPS

Source: GCPS, NC, AZ, OH, NV, KS Teacher Working Conditions Surveys, 2006

Asp

ect o

f T

WC

Im

port

ant i

n

Pro

mot

ing

Stu

dent

Lea

rnin

g

“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.”

- Member, Teacher Leaders Network

Tim

e an

d E

mpo

wer

men

t are

Cri

tica

l

Teaching and Learning Conditions Improve Teacher Retention

Tea

cher

s W

ant t

o W

ork

in S

choo

ls D

esig

ned

for

The

m to

be

Suc

cess

ful

• Empowerment was statistically significant in explaining retention at the high school level

• Professional development was significant for elementary and high schools

• School designation category, school size and percentage of students on free and reduced lunch all are significant predictors of teacher retention. Percentage not fully licensed most highly correlated with retention ratesT

WC

and

Tea

cher

Ret

enti

on in

NC

in 2

004

Teacher Working Conditions Survey Question

Percent of Teachers Who Agree

Stayers Movers Leavers

Opportunities are available for members of the community to contribute actively to this school’s success.

71% 26% 48%

There is an atmosphere of trust and mutual respect within the school.

66% 22% 44%

The school improvement team provides effective leadership at this school.

70% 31% 49%

The school leadership support teachers’ efforts to maintain discipline in the classroom.

70% 31% 48%

In this school we take steps to solve problems.

67% 28% 47%

The school leadership shields teachers from disruptions, allowing teachers to focus on educating students.

62% 25% 41%

Wor

king

Con

diti

ons

are

Cri

tica

l to

Kee

ping

N

C T

each

ers

in S

choo

ls

School leadership makes a sustained effort to address:

Percentage Agreeing

Stayers Movers Leavers

The use of time in my school 64.4% 27.0% 39.3%

Facilities and Resources 71.7% 38.0% 53.1%

Empowerment 62.5% 23.0% 38.6%

Leadership 61.6% 22.9% 39.3%

Professional Development 73.1% 40.1% 54.6%

New Teacher Support 66.0% 30.4% 46.2%

NC

Tea

cher

s S

tay

Whe

re T

hey

Bel

ieve

Lea

ders

hip

Mak

es E

ffor

ts to

Im

prov

e W

orki

ng C

ondi

tion

s

0

5

10

15

20

25

30

35

40

45

Time

Facili

ties/R

ec

Leader

ship

Empo

werm

ent

Prof D

ev

NC

AZ

NV

KS

OH

GCPS

TL

C A

spec

t Mos

t Aff

ects

Wil

ling

ness

to S

tay

Source: GCPS, NC, AZ, OH, NV, KS Teacher Working Conditions Surveys, 2006

“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.”

- Member, Teacher Leaders Network

Lea

ders

hip

and

Em

pow

erm

ent a

re C

riti

cal t

o R

eten

tion

Teachers and Administrators View Their Schools Differently

Edu

cato

rs D

o N

ot V

iew

Tea

chin

g an

d L

earn

ing

Con

diti

ons

Sim

ilar

ly

NC

Bel

iefs

that

Lea

ders

hip

Mak

es a

Sus

tain

ed

Eff

ort t

o A

ddre

ss T

each

er C

once

rns School leadership makes a

sustained effort to address teacher concerns about:

Teachers Agreeing

Principals Agreeing

The use of time in my school 60.1% 98.4%

Facilities and resources 68.0% 98.7%

Empowering teachers 57.9% 97.8%

Leadership issues 57.2% 97.3%

Professional development 69.4% 98.1%

New Teacher Support 62.2% 97.4%

• In 2004, GCPS had 28% response rate, no district level data report and only 35 schools w/ data

• In 2006, GCPS has 70% response rate, with district level data report and 104 schools w/ data available

• In 2006, 4236 GCPS educators respond to survey

• Visibility of survey, history of initiative, state and local supports

Where teachers are central to improving schools

• GCPS educators more negative than NC on all 5 domain areas of TWC survey

• Gaps largest in time (time available for collaboration, planning, etc.)

• While there are notable concerns, still some good news– More than 7 in 10 (71%) still agree that their school

is a good place to work and learn.– 83% agree faculty are committed to helping every

student learn– Relatively positive on some facilities and induction

measures of the survey

GC

PS

TW

C 2

006

– D

ata

Tre

nds

Each Domain Average Represents Composite of Questions on Survey

GCPS versus NC Domain Averages GCPS NC Difference

Time 2.85 3.12 -.27

Facilities & Resources 3.59 3.65 -.06

Empowerment 3.25 3.44 -.19

Leadership 3.43 3.60 -.17

Professional Development 3.27 3.41 -.14

*All are on a 1-5 scale of agreement with 1 representing lowest and 5 the highest possible scoreG

CP

S R

elat

ive

to N

C –

Dom

ain

Ave

rage

s

Per

cept

ions

of

Fac

ilit

ies

and

Res

ourc

esP

erce

nt w

ho A

gree

or

Str

ongl

y A

gree

Facilities and Resources Areas GCPS NC

Teachers have sufficient access to instructional materials & resources

65% 73%

Teachers have sufficient access to office equipment and supplies

57% 70%

The reliability and speed of Internet connections in this school are sufficient to support instructional practices

82% 74%

Teachers have sufficient access to instructional technology

77% 73%

Teachers and staff work in a school environment that is safe

72% 83%

Per

cept

ions

of

Tim

e P

erce

nt W

ho A

gree

or

Str

ongl

y A

gree Time Areas GCPS NC

Teachers have reasonable class sizes 43% 54%

Teachers have time available to collaborate w/ colleagues

45% 53%

Teachers are protected from duties that interfere w/ essential role of educating students

37% 47%

Non-instructional time provided for teachers in my school is sufficient

34% 47%

Tim

e is

onl

y A

rea

Whe

re N

C E

lem

enta

ry

Tea

cher

s M

ore

Neg

ativ

e th

an M

iddl

e &

Hig

hWorking Conditions Domain

Elementary School

Middle School

High School

Time Domain 3.09 3.19 3.19

Facilities and Resources Domain

3.71 3.64 3.53

Empowerment Domain

3.52 3.38 3.36

Leadership Domain 3.68 3.47 3.50

Professional Development Domain

3.46 3.39 3.33

• NCPTSC study planning time in elementary with 39 examples of 5 or more hours, on average, per week (www.ncptsc.org)

• Use of community, full time subs, paras etc. to free up time for collaborative work

• Principal cover classes to allow observation and planning at South Topsail

• “Seems to me it is about finding a planning period and a duty free lunch” – that’s half the battle – need to focus on quality as well. How is planning time being usedF

indi

ng T

ime

for

Tea

cher

s

Per

cept

ions

of

Em

pow

erm

ent

Per

cent

Who

Agr

ee o

r S

tron

gly

Agr

ee Empowerment Areas GCPS NC

Teachers are centrally involved in decision making about educational issues

43% 53%

Teachers are trusted to make sound professional decisions about instruction

59% 72%

Teachers have a large or primary role in selecting instructional materials and resources

37% 52%

Teachers have a role in school improvement planning

31% 43%

At H

alf

of T

each

ers…

.

NC

is a

Nat

iona

l Lea

der

GCPS NC KS AZ OH NV

Teachers are centrally involved in decision making about important educational issues

43 53 44 38 36 35

• Leadership teams in 6 middle schools in Orange and Wake Counties as part of distributed leadership model (part of hiring teams and have control over the professional development budget)

• Each location is different – assess current roles (formal and informal) and consider the knowledge and skills necessary for teachers to assume new responsibilities in a collaborative setting

Em

pow

erin

g T

each

ers

Per

cept

ions

of

Lea

ders

hip

Per

cent

Who

Agr

ee o

r S

tron

gly

Agr

eeLeadership Areas GCPS NC

The school leadership consistently enforces rules for student conduct

46% 57%

The school leadership supports teachers’ efforts to maintain discipline

56% 68%

The school leadership shields teachers from disruptions

49% 60%

The school leadership consistently supports teachers

58% 67%

There is an atmosphere of trust and mutual respect within this school

55% 64%

Per

cept

ions

of

Pro

fess

iona

l Dev

elop

men

tP

erce

nt W

ho A

gree

or

Str

ongl

y A

gree

Professional Development Areas GCPS NC

Sufficient funds and resources are available to allow teachers to take advantage of PD opportunities

38% 50%

Teachers have sufficient training to fully utilize instructional technology

49% 57%

PD provides teachers with the knowledge and skills most needed to teach effectively

59% 64%

I need additional support in classroom management techniques

28% 23%

Strategies learned in PD for classroom management were useful for efforts to improve student achievement

85% 90%

Per

cept

ions

of

Pro

fess

iona

l Dev

elop

men

tA

reas

of

Gre

ates

t Nee

dProfessional Development Areas GCPS NC

Special Education (students with disabilities)

49% 50%

Closing the Achievement Gap 43% 41%

Limited English Proficiently 42% 43%

• Every other PD area; Academically Gifted; Content Area; Methods of Teaching; Student Assessment; Classroom Management and Reading Strategies comes in under 30% for GCPS and the State

Per

cept

ions

of

Men

tori

ng &

Ind

ucti

onP

erce

nt w

ho s

ay M

ento

r H

elpe

d “a

lot”

or

crit

ical

Percent of Educators Who Say Mentor Helped

GCPS NC

Mentor was effective in providing support with instructional strategies

53% 55%

Mentor was effective providing support with curriculum and subject that I teach

48% 47%

Mentor was effective providing support in completing documentation required of new teachers

53% 64%

GCPS Teachers and Administrators View Their Schools Differently

Edu

cato

rs D

o N

ot V

iew

Tea

chin

g an

d L

earn

ing

Con

diti

ons

Sim

ilar

ly

Tea

cher

vs.

Pri

ncip

al P

erce

ptio

ns o

f T

WC GCPS North Carolina

Domain Average Teachers Principals Teachers Principals

Time 2.79 4.20 3.06 4.10

Facilities & Resources

3.56 4.43 3.61 4.26

Empowerment 3.21 4.35 3.40 4.31

Leadership 3.36 4.46 3.54 4.47

Professional Development

3.24 4.10 3.38 4.00

Per

cept

ions

of

GC

PS

Tea

cher

s &

Pri

ncip

als

GCPS Agreement on Questions Teachers Principals

Teachers are protected from duties that interfere with their role of educating students

34.5 90.5

School leadership tries to minimize the amount of routine administrative paperwork required of teachers

40.4 100

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

55.1 94.7

Teachers have sufficient access to office equipment, copy machines, paper, etc.

60.0 96.0

Teachers are centrally involved in decision-making @ educational issues

40.5 98.7

Per

cept

ions

of

GC

PS

Tea

cher

s &

Pri

ncip

als

GCPS Agreement on Questions Teachers Principals

The faculty has an effective process for making group decisions and solving problems

51.2 100

The school leadership consistently enforces rules for student conduct

43 97.3

The school leadership shields teachers from disruptions, allowing teachers to focus on educating students

46.8 100

Sufficient funds and resources are available to allow teachers to take advantage of professional development activities

36.4 78.7

Teachers are provided with opportunities to learn from one another

64.5 98.6

Onl

y 13

Per

cent

of

Tea

cher

s W

ant t

o L

eave

The

ir

Sch

ool,

incl

udin

g 5

per

cent

Wan

t to

Lea

ve T

each

ing

Future Employment Plans of Participating NC Teachers

65%

22%

5%3% 5%

Stay at school

Stay, but willing toleave

Leave school, stayteaching

Leave school anddistrict

Leave teaching

87% of teachers are “stayers”

8% of teachers are “movers”

5% of teachers are “leavers”

19 P

erce

nt o

f T

each

ers

Wan

t to

Lea

ve T

heir

Sch

ool,

incl

udin

g 6

per

cent

Wan

t to

Lea

ve T

each

ing

Future Employment Plans of Participating GCPS Teachers

56%

25%

7%

6% 6%

Stay at school

Stay, but willing toleave

Leave school, stayteaching

Leave school anddistrict

Leave teaching

81% of teachers are “stayers”

13% of teachers are “movers”

6% of teachers are “leavers”

Has it Made a

Difference?

Exa

mpl

es o

f C

hang

es D

ue to

NC

TW

C

• Funding for working conditions survey and analysis in the budget and advisory group

• Funding for PD through Teacher Academy in DSSF, for PEP to create modules – required for all first year principals, and NC Network for integrating in improvement planning process

• Review of MSA programs to ensure they address recruitment, retention and TWC

• Principal evaluations to include recruitment, retention and TWC measures

• Study of use of use of time where more is available for teacher planning and collaboration (39 elementary schools)S

tate

Pol

icie

s to

Im

prov

e T

WC

in N

C

Sch

ools

Tha

t Are

Gre

at P

lace

s to

Tea

ch a

nd

Lea

rn –

8 A

war

ds G

rant

ed a

nd C

onfe

renc

e Governor Easley’s Real D.E.A.L. Awards

• About convening faculty conversations and engaging in school and district improvement planning processes

• While perceptual data matters, it should be triangulated with other measures

• Approaches need to be integrated with other policies and programs that enhance teaching quality locally

• Resources: PEP, NC Network, Teacher Academy TWC PD module; TWC Toolkit online at: www.teacherworkingconditions.org

Usi

ng T

WC

Dat

a

Gro

up D

iscu

ssio

n R

espo

ndin

g to

TW

C D

ata

Your Experience with TWC

• Identify Areas of Need; Where to Focus Energy and Resources for Reform around TWC?

• Recognizing barriers – What Keeps Schools from Addressing and Improving TWC?

• What are your next steps on TWC?

500 Millstone Drive, Suite 102Hillsborough,NC 27278

www.teachingquality.org www.teacherworkingconditions.org

www.northcarolinatwc.org