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2016 NC Teacher Working Conditions Survey Results

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Presentation on theme: "2016 NC Teacher Working Conditions Survey Results"— Presentation transcript:

1 2016 NC Teacher Working Conditions Survey Results
New Hanover County Schools

2 History Biennial Statewide Survey Administration
The NC TWC Survey is a statewide survey of school based licensed educators to determine if they have the supports necessary for effective teaching. Developed in the Office of the Governor as part of the Governor's Teacher Working Conditions Initiativ. Biennial Statewide Survey Administration Results are an on-going process for collaborative school and district improvement plans. A new Google Slides Editor will open with an editable copy of the template. This copy will be created in your Google Drive® account. Four week window is provided, educators may complete the survey anytime and use an anonymous password Note: Results are posted online for schools and districts that meet the minimum threshold of 40% response and at least 5 respondents Important: The 2012, 2010 and 2008  NC TWC Surveys resulted in more than 100,000 educators responding to each iteration of the survey

3 78.61% Educators Responded

4 Constructs Time Facilities and Resources
Available time to plan, collaborate and provide instruction and barriers to maximizing time during the school day. Facilities and Resources Availability of instructional, technology, office, communication, and school resources to teachers. Community Support and Involvement Community and parent & guardian communication and influence in the school. Managing Student Conduct Policies and practices to address student conduct issues and ensure a safe school environment. Instructional Practices and Support Data and supports available to teachers to improve instruction and student learning. Professional Development Availability and quality of learning opportunities for educators to enhance their teaching. Teacher Leadership Teacher involvement in decisions that impact classroom and school practices. School Leadership The ability of school leadership to create trusting, supportive environments and address teacher concerns.

5 Time 2016 2014 Class sizes are reasonable 53.1. 51.5
Time Available to collaborate 68.7. 58.7 Teachers are allowed to focus on educating students 67.7. 61.0 Non-Instructional time provided for teachers is sufficient 62.3 50.9 Efforts are made to minimize the amount of routine paperwork 63.4. 53.2 Teachers have sufficient instructional time 68.9 63.1 Teachers are protected from duties that interfere with educating students 72.6 63.8

6 Facilities and Resources
2016 2014 Sufficient access to instructional materials 70.5 65 Sufficient access to digital content and resources 82.6 N/A Sufficient access to instruction technology 72.3 66.9 Access to reliable communication technology 90.6 87.1 Sufficient access to office equipment 80.1 77.7 Sufficient access to a broad range of professional support personnel 85.1 82.7 School environment is clean and well maintained 79.6 81.5 Adequate space to work 79.9 79 Environment of classrooms support teaching and Learning 83.4 82.2 Reliability and speed of internet connections 74.7 62

7 Community Support and Involvement
2016 2014 Parents are influential decision makers 72.5 73.5 School maintains clear two-way communication with the community 90.4 90.2 School does a good job of encouraging involvement 91.9 Teachers provide parents with useful information about student learning 96.8 97.2 Parents know what is going on in this school 85.7 87.1 Parents support teachers 71.5 Community members support teachers 85.2 80.9 Community is supportive of this school 86 83.9

8 Managing Student Conduct
2016 2014 Students understand expectations for their conduct 80.6 83.9 Students follow the rules 62.3 69.7 Policies and procedures about student conduct are clearly understood by faculty 77.3 80.8 School administrators consistently enforce rules 65.1 67.2 School administrators support teachers’ efforts to maintain discipline in the classroom 78.1 79.9 Teachers consistently enforce rules for student conduct 78.6 Faculty work in a school environment that is safe 89.3 90.2

9 Teacher Leadership 2016 2014 Teachers are recognized as educational experts 84.8 79.4 Teachers are trusted to make sound professional decisions about instruction 85.4 80.9 Teachers are relied upon to make decisions about educational issues 83.8 78.8 Teachers are encouraged to participate in school leadership roles 93.8 91.8 Faculty has an effective process for making group decisions to solve problems 77.3 72.6 Take steps to solve problems 83.5 80.2 Teachers are effective leaders in the school 89.7 86 Teachers have appropriate level of influence on decision making 72 66.7 Members of school improvement team are elected 75.6 71.9

10 School Leadership 2016 2014 Atmosphere of trust and mutual respect 76.9 70.4 Teachers feel comfortable raising issues and concerns that are important 73.5 69.6 School leadership consistently supports teachers 78.2 77.1 Teachers are held to high professional standards 93.8 92.1 School leadership facilitates using data to improve student learning 94.8 Teacher performance is assessed objectively 87.3 82.5 Teachers receive feedback that can help them improve teaching 86 80.5 Procedures for teacher evaluation are consistent 85.3 78.8 School Improvement team provides effective leaderships 84.4 80.8 Faculty is recognized for accomplishments 88.1 84.8

11 Professional Development (Part 1)
2016 2014 Resources available for professional development 83.3 69.2 Time for professional development 80.1 64.9 Professional development offerings are data driven 85.9 78.1 Professional leaning opportunities are aligned with the SIP 91.6 87.9 Professional development is differentiated 72.4 60.4 Professional development deepens teachers' content knowledge 77.9 71.8 Sufficient training to fully utilize instructional technology 74.6 64.8

12 Professional Development (Part 2)
2016 2014 Teachers are encouraged to reflect on their own practice 93.2 92.1 Follow up is provide from professional development 74.4 67.5 Professional development provides ongoing opportunities to refine practices 80 72.2 Professional development is evaluated and results are communicated 64.4 57.6 Professional development enhances teachers’ ability to implement instruction 86.3 79 Professional development enhances teachers’ ability to improve student learning 88.8 81.2

13 Instructional Practices and Support
2016 2014 State assessment data are available in time to impact instructional practices 61.5 43.5 Local assessment data are available in time to impact instructional practices 85.8 77 State assessments accurately gauge students’ understanding of standards 36.8 34.1 Teachers believe almost every student has the potential to do well on assignments 84.8 89.2 Teachers believe what is taught will make a difference I the lives of students 90.7 91.9 Teachers require students to work hard 93.9 94.9 Teachers collaborate to achieve consistency on how student work is assessed 85.1 80.4 Teachers know what students learn in each of their classes 80.7 82.6 Teachers have knowledge of content covered by others teachers 80.8 80 Teachers use digital content and resources in their instruction 94.5 N/A

14 Overall, my school is a good place to work and learn
2016 2014 Overall, my school is a good place to work and learn 84.4 82.7 At this school, we utilize the results from the 2014 NC TWCS as a tool for school improvement 83.7 74.8

15 District Actions Actions for Schools Actions for Schools
Summary District Actions Actions for Schools Actions for Schools Ensure that schools are aware that resources are available to help reflect on outcomes for individual schools Support schools in the construct of Managing Student conduct is the greatest construct of concern. Schools must be intentional in how they address TWC at their schools. Resources are available to schools to navigate in reflective practices to address needs at individual schools Understand that TWC are for school improvement, not accountability Schools should both celebrate the positives and examine the areas of improvement Schools should create common understandings of what defines and shapes the conditions at the school. Acknowledge that perceptual data are real data

16 Questions


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