Report on the Pittsburgh Public Schools Positive Teaching and Learning Conditions Survey

Transcription

1 Report on the Pittsburgh Public Schools Positive Teaching and Learning Conditions Survey by Eric Hirsch, Andrew Sioberg and Amy Germuth

2 Table of Contents List of Tables and Figures... ii Executive Summary... iii Introduction... 1 Organization of this Report... 2 General Trends... 3 Time: Educators Need More Time to Plan and Work with Colleagues... 3 Facilities and Resources: Educators Are Positive About the Resources Available to Them... 4 Managing Student Conduct: Some Aspects of Managing Student Conduct Are More Positively Viewed than Others... 5 Community Support and Involvement: Parents/guardians Could Be More Influential, but Are Generally Supportive... 6 Teacher Leadership: Teachers Do Not Appear to Be Engaged in Many Decisions About Their School... 6 School Leadership: School Leadership Is Generally Supportive in Many Areas... 7 Professional Development: Support Is Viewed Positively, but Does Not Appear to Be Differentiated to Meet the Most Pressing Needs of All Pittsburgh Educators... 8 Most New Teachers Are Not Mentored... 9 Instructional Practices and Support: Educators Report Many Positive Aspects Related to Instructional Practices and Support, but Are Very Unhappy About the Autonomy Provided and Classes Assigned to Them...10 Teaching Conditions Influence Teachers Employment Plans...12 Factors Influencing Retention Decisions...12 Positive Perceptions of Teaching Conditions Are Linked to Teachers Future Employment Plans...13 Teachers and Principals View Teaching Conditions Differently...15 Teachers Perceptions of Teaching Conditions Vary by Years of Experience...18 Next Steps...20 References...21 New Teacher Center / i

3 List of Tables and Figures Table 1. Percent of Time Teachers Spend Per Week in Various Activities Teacher Size of Role on Survey Items Related to Decision Making Professional Development Teachers Need to More Effectively Teach Their Students Frequency of Mentoring Activities Reported by New Teachers Teaching Conditions Based on Immediate Employment Plans of Educators Teacher and Principal Perceptions of Teaching and Learning Conditions...16 Figure 1. Teaching Conditions Pittsburgh Teachers Perceive As Being Most Important to Student Learning Immediate Employment Plans of Teachers Responding to the Pittsburgh Positive Teacher and Learning Conditions Survey Teaching Conditions Pittsburgh Teachers Perceive As Being Most Important to Continue Teaching in Their School Average Rate of Agreement by Survey Area Across Experience Levels...18 ii / New Teacher Center

4 Executive Summary Policymakers, practitioners, and researchers have long realized that teaching quality is the most important variable for the success of students. Supportive school environments, where educators are valued, trusted, and have the time and ability to collaborate to improve instruction, are necessary for enabling teachers to be successful. A growing body of research clearly demonstrates that assessing, understanding, and improving such conditions can have many benefits including improved student learning, teacher efficacy and motivation, and teacher retention. As part of its participation in the Bill and Melinda Gates Foundation s Measures of Effective Teaching project and the Empowering Effective Teachers in Pittsburgh Plan, the Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT) worked with the New Teacher Center to conduct an anonymous confidential survey of all Pittsburgh licensed educators to better understand the teaching and learning environments in all schools across the district in April and May, More than 2,150 educators (85 percent) responded to the survey, with a majority of the faculty participating in all schools in the district. The Pittsburgh Educators Are Positive About Many Aspects of Their Teaching Environment, but Raise Questions About Autonomy and Support Educators report that there are many positive conditions present in Pittsburgh schools. Over three-quarters of Pittsburgh educators (78 percent) responding to this survey agree that their school is a good place to work and learn. Nearly three out of 10 (29 percent) of responding educators strongly agree with this statement whereas only one in 10 (10 percent) strongly disagree. Educators are also in strong agreement (77 percent) that parents and guardians are supportive of teachers and their schools. Having healthy community supports and optimistic views of their overall conditions is reflective in the stability of the workforce as nearly threequarters of educators (74 percent) indicate they intend to stay teaching at their current schools. Additional key findings highlighted in the report include: Educators are positive about the facilities and resources available to them. Most Pittsburgh educators report that they have access to sufficient resources and facilities to work productively. More than two-thirds of educators believe that teachers have sufficient access to appropriate instructional materials and resources (73 percent), instructional technology (66 percent), communications technology (73 percent), and office equipment (68 percent). Approximately seven out of 10 educators are positive about their school building, agreeing that their facilities are clean and well maintained (70 percent), that they have adequate work space (75 percent), and that the physical environment of classrooms in the school support teaching and learning (75 percent). New Teacher Center / iii

5 School leadership matters and is positively viewed in many areas. When asked which teaching condition most affects their willingness to remain teaching at their school, more than a quarter (28 percent) of Pittsburgh educators indicate that school leadership is the most critical, more than any other area. Fortunately, educators are positive about several aspects of school leadership as educators report that teachers are held to high professional standards for delivering instruction (92 percent), faculty and leadership have a shared vision (70 percent), and faculty are recognized for accomplishments (70 percent). Additionally, over 70 percent of teachers report that teacher performance is assessed objectively (74 percent), that teachers receive feedback that can help them improve teaching (76 percent), and that the procedures for teacher evaluation are consistent (70 percent). Instructional practices and support promote student learning. Educators report that teachers use assessment data to inform their instruction (88 percent) and that state and local assessment data are available in time to impact instructional practices (65 percent and 85 percent, respectively). Additionally, more than seven in 10 educators agree that teachers work in professional learning communities to develop and align instructional practices (71 percent), are provided supports (i.e. instructional coaching, professional learning communities, etc.) that translate to improvements in instructional practices (75 percent), and are encouraged to try new things to improve instruction (72 percent). However, some challenges were identified by Pittsburgh educators in providing supportive teaching and learning conditions in schools across the district. Many areas of time are in need of support: Only a little more than half (60 percent) of Pittsburgh educators indicate that teachers have class sizes that are reasonable and that teachers have time to collaborate (55 percent). Additionally, only 59 percent of respondents indicate that teachers have sufficient instructional time to meet the needs of all students and 51 percent agree that there is sufficient non-instructional time. Even fewer educators (42 percent) agree that efforts are made to minimize the amount of routine paperwork required of teachers. Additional findings also suggest that teachers need more time for individual planning, collaborative planning, and to complete activities such as grading, parent conferences, and lesson preparation. More consistency of effective student conduct management practices is needed: Educators agree that schools are safe, but more needs to be done to ensure students follow rules of conduct. Almost 80 percent of Pittsburgh educators report that they work in a school that is safe (78 percent) and clean (70 percent). About seventy percent of educators agree that students understand expectations for their conduct and that teachers consistently enforce rules for student conduct. However, only 54 percent agree that school administrators consistently enforce rules for student conduct. Far fewer (45 percent) agree that students in their school follow rules of conduct, suggesting that existing management strategies may not be effective. iv / New Teacher Center

6 Teachers Report Varying Degrees of Inclusion in School Decision Making Teachers do not feel they have decision making authority over their own practice. Less than four in 10 (38 percent) report teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy). Only about half of educators are in agreement that teachers play at least a moderate role in issues that impact their practice such as establishing student discipline procedures (54 percent), devising teaching techniques (52 percent), setting grading and student assessment practices (42 percent). At the same time, two-thirds of educators (66 percent) report that teachers are trusted to make sound professional decisions about instruction. About the same proportion (68 percent) believe that teachers are integrally involved in decision making about educational issues, with slightly fewer (63 percent) agreeing that there is an effective process for making group decisions and solving problems. Seven in 10 beginning teachers were never formally assigned a mentor. Of those few beginning teachers that did get formally assigned a mentor, many did not receive the kind of supports that research demonstrates is necessary to improve performance. A significant proportion of new teachers who received mentoring services never once observed their mentor teach (42 percent), were never observed by their mentor (33 percent), never developed lesson plans with their mentor (30 percent), or never aligned their lesson planning with state and local curricula with their mentor s help (29 percent). The limited support received by new teachers, be it mentoring or other assistance such as an orientation, common planning time, seminars specifically for new teachers, etc., has a positive impact on new teachers immediate employment plans as almost six out of 10 supported new teachers (57 percent) agree that the additional support they received was an important factor in their decision to remain teaching at their current school. Teachers and Principals Perceive Teaching Conditions Differently While two-thirds of principals (68 percent) in the district participated in the survey, a total sample size of 45 principals is relatively small. Findings extrapolated from two groups whose sample sizes differ radically (1,983 teachers compared to 45 principals) is another reason findings should be looked at cautiously. Given these limitations, important and sizable differences in perception are present between teachers and principals. On every survey item, those principals responding to the survey responded significantly more positively about teaching conditions than teachers. The greatest gaps in perception between teachers and principals are in the areas of time, managing student conduct, and school leadership (Table 5). New Teacher Center / v

7 Teachers and principals differ in their perceptions of student conduct with 93 percent of principals agreeing that students follow rules of conduct compared to only 43 percent of teachers. School administrators are also more in agreement than teachers that they enforce rules for student conduct consistently (98 percent versus 52 percent). Teachers are less likely than principals to agree that they feel comfortable raising issues and concerns (98 percent versus 59 percent), that teachers have an appropriate level of influence on decision making in their school (84 percent versus 48 percent), and that the school leadership makes a sustained effort to address teacher concerns about leadership issues (100 percent versus 62 percent). The Pittsburgh Positive Teaching and Learning Conditions Survey can be found at vi / New Teacher Center

8 Introduction The Pittsburgh Public Schools (PPS) Positive Teacher and Learning Conditions Survey (Pittsburgh Positive Teacher and Learning Conditions Survey) includes multiple questions in nine major sections: Time, Facilities and Resources, Managing Student Conduct, Community Support and Involvement, Teacher Leadership, School Leadership, Professional Development, Instructional Practices and Support, and Mentoring. The survey was administered online to all school-based licensed educators, including teachers, principals, vice principals, and other education professionals (e.g., school counselors, psychologists, social workers, library media specialists, etc.). Most of the questions were asked of all respondents, though some were asked only of specific groups. For example, only teachers in their first three years and those indicating that they served as mentors were asked about induction. Further, a set of questions about district support in creating positive teaching conditions was asked specifically of principals. The survey instrument was developed by the New Teacher Center with the guidance and assistance of Pittsburgh Public Schools and the Pittsburgh Federation of Teachers (PFT). The initiative, which was implemented in seven districts across the country, was funded by the Bill and Melinda Gates Foundation as one of several data sources being collected to inform the Measures of Effective Teaching (MET) project. The goal of the MET project is to help educators and policymakers identify and support good teaching by improving the quality of information available about teacher practice. The survey is comprised of a set of core, validated questions from previous teaching conditions surveys conducted by the New Teacher Center, while select questions were developed and offered specifically for PPS. All public school-based licensed educators in Pittsburgh were sent notice and access codes to participate in the survey in April and May, Over 2,000 Pittsburgh educators from across the district participated in the Pittsburgh Positive Teacher and Learning Conditions Survey. This includes responses from 1,983 teachers (including instructional coaches, department heads, vocational, literacy specialist, etc.), 45 principals, 15 assistant principals, and 118 Other Education Professionals (e.g., school counselor, school psychologist, social worker, etc.). The goal of the MET project is to help educators and policymakers identify and support good teaching by improving the quality of information available about teacher practice. One hundred percent of schools in the district met or exceeded the minimum participation threshold of 50 percent of a school s faculty, thus providing critical information for making local level decisions to improve Pittsburgh schools. In the coming weeks, educators in Pittsburgh Public Schools and the Pittsburgh Federation of Teachers will be working in conjunction with New Teacher Center staff to develop and deliver collaborative and efficient practices for interpretation of school-level data results and strategies for incorporating their results into effective school improvement plans. These survey data are unique in that they represent the perceptions of those who understand Pittsburgh teaching and learning conditions best the educators who experience them every day. New Teacher Center / 1

9 Organization of this Report An initial analysis of survey responses yielded several trends which are highlighted in this report. For clarity, the report has been organized into the following four sections: An initial analysis of survey responses yielded several trends which are highlighted in this report. 1. A quick snapshot of educators overall impressions of teaching and learning conditions in Pittsburgh schools is presented. 2. The relationship between teaching conditions and teacher employment plans is explored. 3. Differences in perceptions between teachers and principals are assessed. 4. Trends in the perceptions of educators with varying years of experience are discussed. Charts throughout the report highlight survey items where the greatest differences in perception about teaching and learning conditions emerge. 2 / New Teacher Center

10 General Trends Previous research demonstrating the impact of teaching conditions on retention and student learning bodes well for Pittsburgh as, overall, educators across the district believe that their schools are good places to work and learn. Most educators are generally satisfied with their current workplace. Over three-quarters of Pittsburgh educators (78 percent) responding to this survey agree that their school is a good place to work and learn. Nearly three out of 10 (29 percent) of responding educators strongly agree with this statement; only one in 10 (10 percent) strongly disagree. Consider the following: Most Pittsburgh educators report that they have access to sufficient resources and facilities to work productively, including sufficient access to appropriate instructional materials and resources (73 percent), instructional technology (66 percent), communications technology (73 percent), and office equipment (68 percent). Pittsburgh educators are also positive about their school building, agreeing that their facilities are clean and well maintained (70 percent), that they have adequate work space (75 percent), and that the physical environment of classrooms in the school support teaching and learning (75 percent). Educators are positive about several aspects of the professional development that they receive: over three-quarters (78 percent) of Pittsburgh educators report that sufficient resources are available for professional development and that an appropriate amount of time is provided for professional development. Additionally, professional development is viewed as data driven (85 percent), aligned with school improvement plans (87 percent), providing ongoing opportunities for teachers to work with colleagues to refine teaching practices (65 percent), enhancing teachers ability to implement instructional strategies that meet diverse student learning needs (77 percent), and as encouraging teachers to reflect on their own practices (87 percent). Overall, educators across the Pittsburgh district believe that their schools are good places to work and learn. Time: Educators Need More Time to Plan and Work with Colleagues Six out of 10 (60 percent) Pittsburgh educators indicate that teachers have class sizes that are reasonable and that teachers have time to collaborate (55 percent). Additionally, six out of 10 (59 percent) respondents indicate that teachers have sufficient instructional time to meet the needs of all students and half (51 percent) agree that there is sufficient non-instructional time. Fewer educators, however, agree that efforts are made to minimize the amount of routine paperwork required of teachers (42 percent). Additional findings further support that teachers need more time (Table 1): Half of Pittsburgh teachers (57 percent) report receiving, on average, less than three hours a week of individual planning time with 92 percent receiving less than three hours a week of collaborative planning time. Seven out of 10 (70 percent) report spending less than one hour a week in collaborative planning time. New Teacher Center / 3

11 One-quarter of teachers (25 percent) indicate spending less than one hour a week engaged in individual planning time. Teachers are as likely to spend time preparing for required assessments as utilizing the results. More than four out of 10 teachers (43 percent) spend over an hour a week assessing students. More than half of teachers (51 percent) report spending five or more hours a week on school related activities outside of the regular school workday with almost a quarter of those respondents (23 percent) acknowledging that they spend more than 10 hours each week. Teachers indicate that most of this additional time is spent on activities such as grading, parent conferences, and lesson preparation. Table 1. Percent of Time Teachers Spend Per Week in Various Activities Survey Item None Less than 1 hour Between 1 and 3 hours Between 3 and 5 hours Between 5 and 10 hours More than 10 hours Individual planning time Collaborative planning time Supervisory duties Required committee and/or staff meetings Completing required administrative paperwork Communicating with parents/guardians and/or the community Addressing student discipline issues Professional development Preparation for required federal, state, and local assessments Delivery of assessments Utilizing results of assessments School-related activities outside the regular school work day 3.2% 18.0% 37.1% 1.9% 4.5% 2.7% 2.9% 5.4% 15.6% 17.5% 9.8% 1.4% 22.2% 52.2% 27.8% 31.1% 37.3% 54.6% 39.3% 36.7% 41.5% 39.8% 39.9% 5.6% 31.2% 22.1% 19.9% 48.4% 38.5% 35.1% 35.5% 42.2% 26.7% 31.6% 34.8% 16.7% 27.6% 6.0% 10.2% 14.8% 13.0% 6.1% 12.9% 11.7% 9.7% 8.5% 10.5% 25.4% 12.5% 1.3% 3.9% 3.2% 4.8% 1.2% 5.4% 3.0% 3.7% 2.0% 3.5% 27.4% 3.2% 0.3% 1.0% 0.5% 2.0% 0.3% 4.1% 1.0% 2.9% 0.6% 1.5% 23.6% Facilities and Resources: Educators Are Positive About the Resources Available to Them. Most Pittsburgh educators report that they have access to sufficient resources and facilities to work productively: More than two-thirds of educators believe that teachers have sufficient access to appropriate instructional materials and resources (73 percent), instructional technology (66 percent), communications technology (73 percent), and office equipment (68 percent). Approximately seven out of 10 educators are positive about their school building, agreeing that their facilities are clean and well maintained (70 percent), that they have adequate work space (75 percent), and that the physical environment of classrooms in the school support teaching and learning (75 percent). 4 / New Teacher Center

12 Managing Student Conduct: Some Aspects of Managing Student Conduct Are More Positively Viewed than Others Some aspects of managing student conduct are positively viewed by Pittsburgh educators: Almost eight in 10 (78 percent) of Pittsburgh educators report that they work in a school that is safe and seven in 10 report their school is clean (70 percent). About 70 percent of educators agree that students understand expectations for their conduct and that teachers consistently enforce rules for student conduct. While these areas are positive, others elements of managing student conduct appear to be less pervasive in schools across the district. Half (54 percent) of Pittsburgh educators agree that school administrators consistently enforce rules for student conduct Less than half (45 percent) report that students in their school follow rules of conduct. Challenges in this area are an important finding as educators chose managing student conduct as the most important teaching condition to promoting student learning (Figure 1) and the second most important teaching condition related to their willingness to remain teaching in their current school. Figure 1. Teaching Conditions Pittsburgh Teachers Perceive As Being Most Important to Student Learning Managing Student Conduct 32.2% Instructional Practices and Support 28.2% Time During the Work Day 11% Facilities and Resources School Leadership 8.6% 8.2% Teacher Leadership 5.3% Community Support and Involvement Professional Development 3.5% 3% Percent Answering Most Important New Teacher Center / 5

13 Community Support and Involvement: Parents/guardians Could Be More Influential, but Are Generally Supportive Parents and guardians are generally viewed as supportive of teachers and the school as is indicated by a 77 percent rate of agreement to this statement Whereas eight out of 10 educators (82 percent) agree that their school does a good job of encouraging parent/guardian involvement and nine out of 10 (93 percent) report that teachers provide parents/guardians with useful information about student learning, just over half (58 percent) agree that parents/guardians are influential decision makers. Teacher Leadership: Teachers Do Not Appear to Be Engaged in Many Decisions About Their School Eight out of 10 Pittsburgh educators believe that there are opportunities for teachers to participate in school leadership roles (79 percent) and seven out of 10 (71 percent) report that teachers are recognized as educational experts. Additionally: Two-thirds (66 percent) of educators agree that teachers are trusted to make sound decisions about instruction. About two-thirds of educators (68 percent) believe that teachers are integrally involved in decision making about educational issues, with slightly fewer (63 percent) agreeing that there is an effective process for making group decisions and solving problems. Only half of Pittsburgh educators report that teachers have an appropriate level of influence on decision making in their school. However, this does not appear to translate into feelings of empowerment, as a significant proportion of Pittsburgh educators report that teachers do not feel engaged in education decision making as only half (50 percent) of educators report that teachers have an appropriate level of influence on decision making in their school. Some of these issues appear to be related to autonomy in making decisions about instructional content and practices. Educators indicate that teachers play only a moderate role in issues that impact their own practice such as establishing student discipline procedures (54 percent), devising teaching techniques (52 percent), and setting grading and student assessment practices (42 percent). However, teachers are influencing other decisions that affect their classroom and school even less (Table 2). About two-thirds of Pittsburgh educators report that teachers in their school play a small role or no role at all in the selection of teachers new to the school (67 percent) and deciding how the school budgeting will be spent (79 percent). 6 / New Teacher Center

14 Other critical decisions that affect teaching and learning do not appear to be significantly influenced by teachers. Educators report that teachers have a small role or no role in determining the content of in-service professional development programs (63 percent), selecting instructional materials and resources (60 percent), and school improvement planning (52 percent). Table 2. Teacher Size of Role on Survey Items Related to Decision Making Survey Item No role at all Small role Moderate role Large role Selecting instructional materials and resources Devising teaching techniques Setting grading and student assessment practices Determining the content of in-service professional development programs Establishing student discipline procedures Providing input on how the school budget will be spent The selection of teachers new to this school School improvement planning 28.7% 16.0% 25.5% 28.1% 12.5% 56.0% 39.1% 20.0% 31.6% 27.4% 28.3% 34.8% 30.6% 23.4% 27.5% 31.8% 22.8% 29.0% 24.0% 24.4% 33.7% 9.2% 17.2% 27.5% 10.9% 23.3% 17.6% 7.7% 20.5% 2.2% 7.8% 12.7% School Leadership: School Leadership Is Generally Supportive in Many Areas When asked which teaching condition most affects their willingness to remain teaching at their school, more than a quarter (28 percent) of Pittsburgh educators indicate that school leadership defined on the survey as an individual, group or team that makes leadership decisions in the school is the most critical, more than any other area. Fortunately, educators are generally positive about several aspects of school leadership. Some of the areas of leadership support highlighted by survey respondents are noted below: Educators report that teachers work in supportive environments where there is an atmosphere of trust (60 percent), that teachers can raise issues and concerns that are important to them (61 percent), and that teachers are held to high professional standards for delivering instruction (92 percent). Pittsburgh educators also indicate that the faculty and leadership have a shared vision (70 percent), the school leadership consistently supports teachers (64 percent), and faculty are recognized for accomplishments (70 percent). More than seven out of 10 teachers report that teacher performance is assessed objectively (74 percent), that teachers receive feedback that can help them improve teaching (76 percent), and that the procedures for teacher evaluation are consistent (70 percent). New Teacher Center / 7

15 Educators are positive about the ability of school leadership to address concerns about teaching and learning conditions. About two-thirds of Pittsburgh educators report that sustained efforts are made to address concerns about school leadership (67 percent). Additionally between seven and eight out of 10 educators agree that efforts are made to address teacher concerns about facilities and resources (70 percent), and professional development (73 percent), and instructional practices and support (77 percent). Professional Development: Support Is Viewed Positively, but Does Not Appear to Be Differentiated to Meet the Most Pressing Needs of All Pittsburgh Educators Several questions were asked about learning opportunities across Pittsburgh schools. Educators are positive about several aspects of professional development: Over three-quarters (78 percent) of Pittsburgh educators report that sufficient resources are available for professional development and that an appropriate amount of time is provided for professional development. Professional development is also viewed as data driven (85 percent), aligned with school improvement plans (87 percent) Professional development enhances teachers ability to implement instructional strategies that meet diverse student learning needs (77 percent), and teachers are encouraged to reflect on their own practices (87 percent). Two-thirds of educators agree that professional development deepens teachers content knowledge and skills (65 percent), provides ongoing opportunities for teachers to work with colleagues to refine teaching practices (65 percent), or that follow-up is provided (65 percent). Teachers identified several areas where they need additional professional development to be more effective. Teachers were less likely to note that professional development opportunities are evaluated (53 percent) or differentiated to meet the individual needs of teachers (48 percent). That may explain the presence of significant gaps in professional development needed to differentiate instruction to diverse learners and those who have received support. Teachers identified several areas where they need additional professional development to be more effective (Table 3). These include working with students with disabilities (67 percent), integrating technology into instruction (66 percent), differentiating instruction (65 percent), closing the achievement gap (62 percent), and working with gifted and talented students (57 percent). Areas viewed as less in need for professional development to teach more effectively included reading strategies (44 percent), content area (42 percent), student assessment (40 percent) and English Language Learners (31 percent) 8 / New Teacher Center

16 Table 3. Professional Development Teachers Need to More Effectively Teach Their Students Professional Development Area Special education (students with disabilities) Integrating technology into instruction Differentiating instruction Closing the Achievement Gap Special education (gifted and talented) Classroom management techniques Methods of teaching Reading strategies Your content area Student assessment English Language Learners Percent Indicating a Need for Professional Development to Teach More Effectively 67.4% 66.2% 65.2% 61.6% 57.4% 44.7% 44.1% 44.1% 41.7% 39.9% 30.6% Most New Teachers Are Not Mentored Almost 200 new teachers those with three years experience or less in teaching answered specific questions about the additional support they received, if any. The most frequently reported support was attending an orientation (65 percent) and seminars (60 percent) designed for new teachers. Four out of 10 new teachers report access to professional learning communities (43 percent) and common planning time (50 percent) in order to help facilitate collective learning with colleagues. However, one-quarter of novice teachers report receiving no additional support. Less than one-third (30 percent) of new teachers report being formally assigned a mentor. Of the 30 percent of new teachers that did report being assigned a mentor, some did not receive the kind of support that research demonstrates is necessary to improve performance and keep teachers in the profession (Table 4). A significant proportion of new teachers who received mentoring services never once observed their mentor teach (42 percent), were never observed by their mentor (33 percent), never developed lesson plans with their mentor (30 percent), or never aligned their lesson planning with state and local curricula with their mentor s help (29 percent). These findings are of great concern as Managing Student Conduct and Instructional Supports and Practice were identified by new teachers as the foremost and second most important conditions that impact their ability to support student learning. Additionally, Managing Student Conduct was chosen as the second most important condition, behind School Leadership, impacting their decision to remain teaching at their current school. New Teacher Center / 9

17 Table 4. Frequency of Mentoring Activities Reported by New Teachers Supported New Teachers Mentoring Activity Never Sometimes At Least Once Per Week Observing my mentor s teaching Other Being observed teaching by my mentor Developing lesson plans Aligning my lesson planning with the state curriculum and local curriculum Analyzing student work Reviewing results of students assessments Reflecting on the effectiveness of my teaching together Addressing student or classroom behavioral issues 41.8% 33.3% 32.7% 29.6% 29.1% 25.5% 24.1% 18.5% 11.3% 50.9% 42.4% 61.5% 46.3% 45.5% 60.0% 61.1% 61.1% 64.2% 7.3% 24.2% 5.8% 24.1% 25.5% 14.5% 14.8% 20.4% 24.5% New teachers assigned a mentor and who plan to stay in their school received more frequent mentoring support than those who want to move to a new school or leave the profession entirely. Around forty percent of the 56 new teachers assigned a mentor agree that the mentoring support they received helped quite a bit or a great deal, such as with instructional strategies (46 percent), classroom management strategies (43 percent), creating a supportive, equitable classrooms (39 percent), working collaboratively with other teachers (35 percent), and connecting with key resource professionals (35 percent). Mentored new educators are generally positive about the support they received. About two-thirds of novice teachers receiving induction report that the support improved their instructional practice (63 percent) and impacted student learning (64 percent). Additionally, almost six out of 10 supported new teachers (57 percent) agree that the additional support they received was an important factor in their decision to remain teaching at their current school. Instructional Practices and Support: Educators Report Many Positive Aspects Related to Instructional Practices and Support, but Are Very Unhappy About the Autonomy Provided and Classes Assigned to Them More than a quarter of educators (28 percent) selected Instructional Practices and Support as the second most critical teaching condition to promoting student learning and as the third most critical factor in their willingness to remain teaching at their school. Given this, it is reassuring that educators agree that many positive aspects of this condition are in place in their schools. Educators report that teachers use assessment data to inform their instruction (88 percent) and that state and local assessment data are available in time to impact instructional practices (65 percent and 85 percent, respectively). 10 / New Teacher Center

18 Additionally, educators agree that teachers work in professional learning communities to develop and align instructional practices (71 percent), are provided supports (i.e. instructional coaching, professional learning communities, etc.) that translate to improvements in instructional practices (75 percent), and are encouraged to try new things to improve instruction (72 percent). Educators agree that teachers are encouraged to try new things to improve instruction. However, educators are less in agreement that teachers are assigned classes that maximize their likelihood of success with students (50 percent) and that teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy) (38 percent). New Teacher Center / 11

19 Teaching Conditions Influence Teachers Employment Plans The survey data demonstrate what individuals who work in schools already know teaching conditions are a potentially powerful lever to help address teacher attrition. In the Pittsburgh Positive Teaching and Learning Conditions Survey educators were asked their immediate professional plans. Overall, almost three-quarters of Pittsburgh teachers (74 percent) responding to this survey indicate that they want to stay teaching at their current school for the immediate term (Figure 2). Seventeen percent of respondents are movers, wanting to continue teaching but in a different school or district. Those that are interested in leaving the classroom to take a position somewhere else in education comprise 6 percent of respondents. Only three percent indicate that they are planning to leave education entirely. Figure 2. Immediate Employment Plans of Teachers Responding to the Pittsburgh Positive Teacher and Learning Conditions Survey Mover 12% Continue Teaching in District but Leave this School Stayer 73.8 percent Movers and Leavers 26.2 percent Leave Classroom 4.5% 3.4% 2.9% Continue Teaching in State but Leave this District Continue Working in Education to Pursue an Administrative Position Continue Working in Education to Pursue a Non-Administrative Position Leave Education 3.3% Leave Education Entirely Factors Influencing Retention Decisions When asked about employment plans, teachers were asked to select among the eight conditions assessed on the survey (mentoring was excluded) which one most affects their willingness to keep teaching at the same school: time during the work day, facilities and resources, school leadership, teacher leadership, professional development, community support and involvement, managing student conduct, and instructional practices and support. Three out of 10 teachers (28 percent) selected School Leadership as the most important teaching condition to their willingness to continue working at their school, compared to 18 percent who selected Managing Student Conduct, and 14 percent who selected Instructional Practices and Support. 12 / New Teacher Center

20 Figure 3. Teaching Conditions Pittsburgh Teachers Perceive As Being Most Important to Continue Teaching in Their School School Leadership 27.9% Managing Student Conduct 17.6% Instructional Practices and Support 13.7% Time During the Work Day Facilities and Resources 12.7% 11.2% Teacher Leadership 10.4% Community Support and Involvement 4.8% Professional Development 1.7% Percent Answering Most Important Positive Perceptions of Teaching Conditions Are Linked to Teachers Future Employment Plans Teachers who plan to stay at their school in the immediate future have much more positive perceptions of their teaching and learning conditions than teachers who want to remain teaching but work in another school (Table 5). Leavers of both the classroom and the profession are more likely to perceive their conditions similar to stayers, likely due to the fact that those wanting to pursue other opportunities in education are not necessarily dissatisfied with teaching. Additionally, many teachers leaving education do so for a variety of non-teaching factors such as retirement, personal reasons, etc. Teachers who want to move to another school appear to be doing so, at least in part, due to the presence of teaching conditions. Consider the following: The greatest differences in perceptions of teaching and learning conditions between stayers and movers occur within the area of school leadership. Twice as many stayers as movers agree that overall their school is a good place to work and learn (83 versus 42 percent) and almost twice as many stayers as movers agree that there is an atmosphere of trust and mutual respect in the school (66 versus 36 percent). New Teacher Center / 13

21 There are also large differences in the perception of the efforts of school leadership between stayers and movers. Nearly twice as many stayers than movers believe that the school leadership consistently supports teachers (70 versus 40 percent), that faculty are recognized for their accomplishments (75 versus 47 percent), and that the school leadership makes a sustained effort to address teacher concerns about leadership issues (68 versus 40 percent). In fact, on every single item in the survey except one (adequacy of space), a greater percent of stayers than movers agree that positive teaching conditions are present in their schools. Table 5. Teaching Conditions Based on Immediate Employment Plans of Educators Percent of Educators Agreeing Survey Items Stayers Movers Leave Classroom Leave Education Overall, my school is a good place to work and learn. There is an atmosphere of trust and mutual respect in this school. The school leadership consistently supports teachers. The faculty are recognized for accomplishments. The school leadership makes a sustained effort to address teacher concerns about leadership issues. 82.9% 65.7% 69.5% 75.2% 68.3% 41.8% 36.1% 40.1% 46.6% 40.0% 70.2% 54.3% 60.2% 66.1% 64.2% 42.6% 32.3% 36.1% 44.4% 35.1% *Items are sorted by the greatest differences between stayers and movers. 14 / New Teacher Center

22 Teachers and Principals View Teaching Conditions Differently While some differences in perceptions of working conditions should be expected between bosses and employees in any industry, the disparity between principals and teachers is vast in Pittsburgh. On every survey item, the 45 principals (68 percent) responding to the survey responded significantly more positively about teaching conditions than teachers. The greatest gaps in perception between teachers and principals are in the areas of time, managing student conduct, and school leadership (Table 6). Teachers and principals differ in their perceptions of student conduct with 93 percent of principals agreeing that students follow rules of conduct compared to less than half (43 percent) of teachers. School administrators are also more in agreement than teachers that they enforce rules for student conduct consistently (98 percent versus 52 percent). Teachers are less in agreement that they feel comfortable raising issues and concerns (98 percent versus 59 percent), that teachers have an appropriate level of influence on decision making in their school (84 versus 48 percent), and that the school leadership makes a sustained effort to address teacher concerns about leadership issues (100 percent versus 62 percent). Teachers and principals differ in their agreement as to the efforts made by the school leadership to enable teachers to be as successful as possible. Teachers and principals also differ in their agreement as to the efforts made by the school leadership to enable teachers to be as successful as possible. For example, 91 percent of principals agree that efforts are made to minimize the amount of routine paperwork required of teachers, versus 40 percent of teachers. More principals than teachers (98 percent versus 62 percent) agree that teachers are protected from duties that interfere with their essential role of teaching. Teachers are also less in agreement than principals that they are assigned classes that maximize their likelihood of success (93 percent versus 48 percent) that they are allowed to focus on educating students with minimal interruptions (93 percent versus 51 percent), and that class sizes are reasonable such that teachers have the time available to meet the needs of all students (96 percent versus 59 percent). New Teacher Center / 15

23 Table 6. Teacher and Principal Perceptions of Teaching and Learning Conditions Percent Agreeing Survey Items Teachers Principals Difference Efforts are made to minimize the amount of routine paperwork teachers are required to do. Students at this school follow rules of conduct. School administrators consistently enforce rules for student conduct. Teachers are assigned classes that maximize their likelihood of success with students. Teachers are allowed to focus on educating students with minimal interruptions Teachers feel comfortable raising issues and concerns that are important to them. The school leadership makes a sustained effort to address teacher concerns about leadership issues. Class sizes are reasonable such that teachers have the time available to meet the needs of all students. Teachers have an appropriate level of influence on decision making in this school. Teachers are protected from duties that interfere with their essential role of educating students. 40.4% 42.7% 52.0% 48.2% 50.5% 59.0% 62.4% 58.5% 48.2% 61.5% 91.1% 93.3% 97.7% 93.3% 93.3% 97.7% 100.0% 95.6% 84.4% 97.8% 50.7% 50.6% 45.7% 45.2% 42.8% 38.7% 37.6% 37.1% 36.3% 36.3% It should not be inferred from these findings that principals do not want to address conditions in these areas. Rather, they do not perceive that these are issues to the same extent as teachers. Because of this perception, it should be no surprise that more has not been done to prioritize these issues. Individual school level data can be helpful for teachers and principals to review as they can facilitate dialogue on specific teaching and learning conditions that are problematic. While gaps in perceptions exist between principals and teachers, both sets of educators are in agreement about the presence of some teaching conditions. For example, principals and teachers agree that teachers use data to inform instruction (86 percent and 88 percent, respectively), that time is provided to teachers for professional development (82 percent and 77 percent, respectively), and that teachers consistently enforce rules for student conduct (64 percent and 70 percent, respectively). Principals are not only more likely to believe that positive teaching conditions are present, but also that school leadership a concept that includes, but is not limited entirely to the principal makes sustained efforts to address any teacher concerns. No more than two of the 45 responding principals in the survey were contradictory (no less than 95.5 percent agreed) that school leadership made a sustained effort to address concerns related to any of the nine constructs contained in the survey. This is in sharp contrast to just seven in 10 teachers agreeing principals make a sustained effort to address their concerns in the areas of Instructional Practices and Support (76 percent), Community Support and Involvement (73 percent), Professional Development (72 percent), and Teacher Leadership (71 percent). Two-thirds of teachers agree principals attend to their concerns related to Facilities and Resources (69 percent) and Time (65 percent). Six in 10 teachers acknowledged principal supports in the areas of Managing Student Conduct (63 percent), New Teacher Support (63 percent), and School Leadership issues (62 percent) 16 / New Teacher Center

24 Consider the convergence of findings related to school leadership. As previously noted, educators indicate that school leadership is the most critical influence on their future employment plans. Unfortunately, the greatest gap (38 percent) between teacher and principal perceptions about leadership s efforts to address issues relates to school leadership. Principals are more likely than teachers to agree that sustained efforts are being made by the leadership to address issues related to school leadership. One-third (32 percent) of educators chose Managing Student Conduct as the most critical teaching condition to promoting student learning, and the second most important teaching condition influencing their willingness to remain teaching at their school. It is discouraging that the gap between teachers and principals perceptions on efforts to address this area is so large (32 percent). Educators chose Instructional Practices and Support as the second most important teaching condition to promoting student learning (and third in terms of their willingness to remain teaching in their school). The gap in perceptions between principals and teachers (23 percent difference) on whether these issues are being addressed is the smallest. Wide disparities between the perceptions of principals and teachers have been documented in other studies of working conditions. Wide disparities between the perceptions of principals and teachers have been documented in other studies of working conditions (Hirsch et al 2009a, b, c, d; Hirsch & Emerick 2007; 2006b, c). These findings call for school-based, data-driven conversations of teaching conditions, as well as professional development for both principals and teacher leaders. Until all educators can agree on the relative presence of working conditions, sustained reforms to improve school climate are less likely to be prioritized. New Teacher Center / 17

25 Teachers Perceptions of Teaching Conditions Vary by Years of Experience Position within the school clearly shapes perceptions of teaching conditions in Pittsburgh schools. Other factors too including years of experience appear to make a difference in respondents perceptions of whether or not critical teaching conditions are in place. Across most of the survey areas, the newest and most veteran teachers are the most likely to perceive teaching conditions positively, whereas teachers with 2-3, 4-6, and 7-10 years experience view them the most negatively (Figure 4). Teachers with one year of experience showed the highest percentage of positive responses in every area, except Community Support and Involvement and Managing Student Conduct. Figure 4. Average Rate of Agreement by Survey Area Across Experience Levels 100 Time 90 Facilities and Resources Percent Agree Community Support and Resources Teacher Leadership Professional Development Instructional Practices and Support Mentoring 50 Managing Student Conduct 40 School Leadership First year 2-3 years 4-6 years 7-10 years years 20+ years Years of Experience Teachers with and 20+ years of experience are least likely to agree that positive teaching and learning conditions are in place as it relates to issues around time, such as efforts to reduce the amount of paperwork required of teachers and providing sufficient instructional time to meet the needs of all students. However, there are some individual items where new teachers are the least likely to agree that positive teaching and learning conditions are in place when compared to their veteran colleagues. 18 / New Teacher Center

26 Only 32 percent of new teachers, compared to 66 percent of veteran teachers, believe that parents/guardians are influential decision makers in their school. New teachers are less likely to agree that students follow rules for conduct than veteran teachers (33 percent versus 53 percent, respectively). New teachers are also less likely than veteran teachers to agree that students at their school understand expectations for their conduct, community members support teachers, contributing to their success with students, or that policies and procedures about student conduct are clearly understood by the faculty. The dramatic drop of agreement rates in many of these conditions from teachers first year to their second and third years of teaching may be exacerbated by the lack of support present across the district for beginning teachers. Improved supports for the district s beginning teachers may mitigate some of these reductions in positive perceptions of teaching and learning conditions. Improved supports for the district s beginning teachers may mitigate some of these reductions in positive perceptions of teaching and learning conditions. New Teacher Center / 19

27 Next Steps With data now available to every school in the district, Pittsburgh Public Schools, in consultation with New Teacher Center, will work toward designing a plan of action to improve teaching and learning conditions across the district. It will include: To improve student learning, teachers need to work in schools designed to maximize their effectiveness with supports, trust and opportunities to collaborate. Training and supporting all teacher liaisons and principals in interpreting survey results, designing school improvement plans, and engaging school staff in efficient and meaningful conversations about their school conditions. Creating teaching conditions standards and a continuum upon which schools can measure their current conditions and set goals and objectives to improve them. Developing an inventory of programs and resources available at every school. Providing additional staff development and support for leaders in schools with the most challenging school conditions to improve their capacity to promote positive change. Documenting the processes being implemented and lessons learned in PPS over the next year. To improve student learning, teachers need to work in schools designed to maximize their effectiveness with supports, trust and opportunities to collaborate. School and district survey results can guide improvement planning and ensure that all PPS educators work in schools that give them the best chance to succeed. 20 / New Teacher Center

28 References Futernick, K. (2007). A possible dream: Retaining California teachers so all students learn. Sacramento: California State University Center for Teacher Quality. Hanushek, E. A. and Rivkin, S. G. (2007, Spring). Pay, working conditions, and teacher quality. The Future of Children, 17(1), The Future of Children is a collaboration of The Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. Hirsch, E and Freitas, C. with K. Church and A. Villar (2009a). Massachusetts teaching, learning and leading survey: creating conditions where teachers stay and students thrive. Santa Cruz, Calif.: New Teacher Center. Hirsch, E. and Freitas, C. with K. Church and A. Villar (2009b). Fairfax County Public Schools Working Conditions Survey: Insights for continuous improvement. Santa Cruz, Calif.: New Teacher Center. Hirsch, E. and Freitas, C with K. Church and A. Villar (2009c). West Virginia s vision for improving teaching and learning: creating teaching and learning environments for student success. Santa Cruz, Calif.: New Teacher Center. Hirsch, E. and Church K. (2009d). North Carolina Teacher Working Conditions Survey Brief: Teacher Working Conditions are Student Learning Conditions. Santa Cruz, Calif.: New Teacher Center. Hirsch, E. and Emerick, S. with K. Church and E. Fuller (2007). Creating conditions for student and teaching success: A report on the 2006 Kansas teacher working conditions survey. Chapel Hill, N.C.: Center for Teaching Quality. Hirsch, E. and Emerick, S. with K. Church and E. Fuller (2006a). Teaching and learning conditions are critical to the success of students and the retention of teachers: Final report on the 2006 Clark County teaching and learning conditions survey. Chapel Hill, N.C.: Center for Teaching Quality. Hirsch, E. and Emerick, S. with K. Church and E. Fuller (2006b). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Chapel Hill, N.C.: Center for Teaching Quality. Hirsch, E. (2006) Recruiting and retaining teachers in Alabama: educators on what it will take to staff all classrooms with quality teachers. Hillsborough, N.C.: Center for Teaching Quality. New Teacher Center / 21

29 Leana, C. and Pil, F. (2006). Social Capital and Organizational Performance: Evidence from Urban Public Schools. Organization Science. Vol. 17, No. 3, May-June 2006, pp Leithwood, K. (2006). Teacher working conditions that matter: evidence for change. Toronto: Elementary Teachers Federation of Ontario. Loeb, S. and Darling-Hammond, L. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), Marvel, J., Lyter, D.M., Peltola, P., Strizek, G.A., and Morton, B.A. (2006). Teacher attrition and mobility: Results from the teacher follow-up survey (NCES ). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office. National Center for Education Statistics (2004, August). Teacher attrition and mobility: Results for the Teacher Follow-up Survey, Washington, D.C.: NCES Quartz, K. H. (2008, January). Careers in Motion: A longitudinal retention study of role changing among early-career urban educators. Teachers College Record, 110(1), / New Teacher Center

30 About the New Teacher Center The New Teacher Center is a national organization dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders. NTC strengthens school communities through proven mentoring and professional development programs, online learning environments, policy advocacy, and research. Since 1998, the NTC has served over 49,000 teachers, 5,000 mentors, and touched millions of students across America. 725 Front Street, Suite 400, Santa Cruz, CA I Fax: I info@newteachercenter.org RPT-PTLC-USPA-1009-EN