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