1. 2016 North Carolina Teacher Working Conditions Survey Regional NC TWC Training November 1, 2016
Presenters:
Abe Kline - Senior Analyst
Pat Dougherty - Associate Director, Analytics

2. Presentation Objectives
Overview of NC TWC
Review Summary State Results/Trends
Review Web Reports
Conduct Survey Results Analysis for your School
Q & A
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3. NC TWC Survey Background

4. NC TWC Survey
What the NC TWC Survey IS: A statistically valid and reliable instrument to assess whether educators have working conditions in their school that support effective teaching. What the NC TWC Survey Is NOT: An assessment of the morale of teachers or their happiness with specific policies. The survey does not provide information as to why teachers perceive conditions as they do, which is best ascertained through data-driven dialogue as part of the school improvement planning process.
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5. NC TWC measures 8 constructs linked to teacher retention and student achievement:
Use of Time
Facilities and Resources
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
Professional Development
Instructional Practices and Support
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6. NC TWC Constructs Use of Time Facilities and Resources
Available time to plan, to collaborate, to provide instruction, and to eliminate barriers in order to maximize instructional time during the school day
Facilities and Resources
Availability of instructional, technology, office, communication, and school resources to teachers
Community Support & 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
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
Professional Development
Availability and quality of learning opportunities for educators to enhance their teaching
Instructional Practices & Support
Data and support available to teachers to improve instruction and student learning
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7. Making a Strong Case for Why Conditions Matter
Teaching conditions matter for teaching children
Teaching conditions matter for retaining teachers
Where you sit has a lot to do with how you see the world 7

8. 2016 NC TWC Survey Respondents

9. Total Respondents: 101,846 Overall Response Rate: 86%
2016 Responses by Role
~93K Respondents in 2014
Note: 2014 Response Rate – 89%

10. 2016 Responses by Teacher Experience
Total Teachers: 89,729 Percent Beginning Teachers (1st and 2-3rd): 17%
Note: 262 (<1%) Teachers did not respond to this question

11. 2016 Responses by School Level
Total Respondents: 101,846 Overall Response Rate: 86%

12. 2016 NC TWC Survey Results by Construct

13. Rate of Agreement Calculations
All calculations are done at the respondent level and then aggregated to school, district, and state level
At the Item Level:
Percentage of respondents indicating ‘Agree’ or ‘Strongly Agree’ for the given survey question
At the Construct Level:
Average rate of agreement across items within the given construct
Ex. Respondent indicates ‘Agree’ or ‘Strongly Agree’ for 4 out of 8 items within a construct, their Rate of Agreement (RA) for the given construct is 50%
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14. 2016 NC TWC Construct Averages
Use of Time
Community Support & Involvement
Facilities & Resources
Managing Student Conduct
Teacher Leadership
School Leadership
Professional Development
Instructional Practices & Support
Construct Average= Average Rate of Agreement on the items that measure that construct
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15. NC TWC Construct Averages, 2014 & 2016+5
100% 0% +1
100% 0% +1
100% 0% -1
100% 0% +2
100% 0% +1
100% 0% +2
100% 0%
100% 0%
even
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16. Which aspect of your teaching conditions most affects your willingness to keep teaching at your school?
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17. NC TWC Constructs Takeaways
Results for 2016 are comparable to 2014
Positive, mostly small changes in 6 out of 8 constructs
Use of Time
Improved 5 percentage points since 2014
15% of respondents rated Use of Time as the factor that most effects their willingness to stay at their school
Professional Development
Improved 2 percentage points from 2014
School Leadership
30% of respondents rated School Leadership as the factor that most effects their willingness to stay at their school
Second highest rated construct (85%)
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18. NC TWC Survey Results by Item

19. Use of Time +8
100% 0% +4
100% 0% +3
100% 0% +6
100% 0%
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20. Other Notable Item-Level Changes
+14
100% 0% +6
100% 0% +3
100% 0% +4
100% 0% +3
100% 0%
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21. Survey items with the greatest disparity between educators who plan to stay and those who plan to move to a different school:
100% 0%
On our survey, we asked educators what their immediate future employment plans where. If you indicated that you intend to stay in your school, we labeled you a ‘stayer’. If you intended to keep teaching, but just not at the school you are at, we labeled you a ‘mover’. Notice the huge differences between stayers and movers on how they perceive their conditions. Stayers are more positive on every question in the survey across every state we have ever collected data. The percentages are ‘rate of agreement’ or the percentage of folks that either agreed or strongly agreed that the condition they were being asked was in place at their school.
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22. Survey items with the greatest disparity between teachers and principals:
100% 0%
So when we cut the deck in different ways, we see clearly that folks view the world differently. That is not to say one group is right and another is wrong. More that the wide differences are potentially challenging in actualizing change. for example: If virtually every principal across the state agrees that teachers feel comfortable raising issues, why would they stop to think about improving it? It wouldn’t even be on their radar if they didn’t have an anonymous survey to capture evidence.
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23. 2016 Results Highlights Use of Time Assessment Data
Most improved construct since 2014
A higher percentage of educators agree that an effort is made to minimize paperwork as compared to 2014 (+8%)
Assessment Data
A greater proportion of educators agree that state assessment data are available in time to impact instruction as compared to (+14% and the greatest increase on any 2016 NC TWC item)
Perception of state assessments’ ability to accurately gauge student understanding remains the lowest rated item (43%)
Leadership Key Factor in teacher retention
Teachers who plan to stay at their current school compared with those who plan to leave differ most on items related to school and teacher leadership
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24. Let’s take a minute to reflect…
Considering data from 3 different schools on the following slide
Grab an elbow partner and discuss what it might be like to be a teacher/leader/student in each scenario
Think about how/where these conditions might affect daily interactions and work quality
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25. Southeastern School District
A Moment of Reflection
Sample Data from a
Southeastern School District
Rate of Agreement
Elem #1
Elem #2
Elem #3
Low Conditions
Average Conditions
Positive Conditions
Teachers have time available to collaborate with colleagues.
21%
56%
84%
The non-instructional time provided for teachers in my school is sufficient.
17%
48%
79%
Students at this school follow rules of conduct.
37%
92%
100%
The faculty has an effective process for making group decisions to solve problems.
46%
77%
The faculty and leadership have a shared vision.
88%
There is an atmosphere of trust and mutual respect in this school.
31%
82%
97%
Teachers feel comfortable raising issues and concerns that are important to them.
44%
63%
Speak with an elbow partner. What must it be like to be a teacher/leader/student in each of these settings? How/Where might these conditions impact their daily interactions and work quality?

26. 2016 NC TWC Web Reports

27. NC TWC Web Reports Web reports are available online at:
ncteachingconditions.org/results
Reports are at the School, District, and State levels
Report formats: PDF and Excel
Types of Web Reports
Summary Report
Summary Comparison Report
Detailed Report
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28. Summary Report Response data for current survey year
Rate of Agreement item calculations
Heatmap coloring scheme for quick identification of areas of celebration/challenge
Cross-Group Comparison
Comparison data for State, District, and Grade Level
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29. Summary Report
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30. Example County Schools
Summary Report
Example County Schools
Example Middle School
Example County Schools
Example Middle School
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31. Summary Comparison Report
Response data for current survey year
Rate of Agreement item calculations
Heatmap coloring scheme for quick identification of areas of celebration/challenge
Longitudinal Comparison
School-Level comparison data for previous iteration (2014)
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32. Summary Comparison Report
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33. Summary Comparison Report
Example Middle School
Example Middle School
Example Middle School
Example Middle School
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34. Detailed Report Response data for current survey year
Responses reported as % of participants for each answer option (e.g., % Strongly Disagree, % Disagree, % Agree, % Strongly Disagree)
Additional Item Scales (not only Rate of Agreement items)
Cross-Group Comparison
Comparison data for State, District, and Grade Level
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35. Detailed Report
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36. Detailed Report Example County Schools Example Middle School
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37. Let’s take 10… Grab some more coffee Grab your web reports
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38. 2016 NC TWC Conduct a Survey Results Analysis

39. Summary Report Analysis
Construct
Item
Examine questions within construct (e.g., Time, School Leadership, Facilities and Resources, etc.)
Calculate the difference between your school’s agreement (4th column) with that of the state average (1st column) for each question
Circle the items where your school is most above or most below the state average

40. Summary Report Analysis
Example Middle School
Example County Schools
= +16%
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41. Summary Report Analysis
= +16%
= +4%
= +7%
= +14%
= -3%
Example Middle School
Example County Schools
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42. Summary Report Analysis
= +16%
= +4%
= +7%
= +14%
= -3%
Example Middle School
Example County Schools
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43. Summary Report Analysis
Construct
Item
Examine questions within construct (e.g., Time, School Leadership, Facilities and Resources, etc.)
Calculate the difference between your school’s agreement (4th column) with that of the state average (1st column) for each question
Circle the items where your school is most above or most below the state average

44. Summary Report Analysis
Boil down your findings
Note the following on your worksheet:
What was your highest rated item in 2016 comparative to the state?
What was your lowest rated item in 2016 comparative to the state?
Notable themes?
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45. Summary Comparison Report Analysis
Construct
Item
Examine questions within construct (e.g., Time, School Leadership, Facilities and Resources, etc.)
Calculate the difference between your school’s agreement (1st column) with your school’s NC TWC average (2nd column) for each question
Circle the items where your school has shifted most in the past two years

46. Summary Comparison Report Analysis
Example Middle School
= +19%
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47. Summary Comparison Report Analysis
Example Middle School
= +19%
= -5%
= +25%
= +15%
= +3%
= +14%
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48. Summary Comparison Report Analysis
Example Middle School
= +19%
= -5%
= +25%
= +15%
= +3%
= +14%
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49. Summary Comparison Report Analysis Directions
Construct
Item
Examine questions within construct (e.g., Time, School Leadership, Facilities and Resources, etc.)
Calculate the difference between your school’s agreement (1st column) with your school’s NC TWC average (2nd column) for each question
Circle the items where your school has shifted most in the past two years

50. Summary Comparison Report Analysis
Boil down your findings
Note the following on your worksheet:
What was your highest rated item in 2016 comparative to NC TWC 2014?
What was your lowest rated item in 2016 comparative to NC TWC 2014?
Notable themes?
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51. Compare Results from Both Analyses
On what questions do the two analyses cross paths?
Where are there questions below average and in decline?
Where are there questions above average and in growth?
Where are there questions above average and in decline?
Where are there questions below average and in growth?

52. From this Analysis
Reflect on specific policies/activities/decisions in your school or district that might have enabled these particular conditions to thrive
Consider different ways you might celebrate some or all of these findings with your staff, parents, and/or the community
Explore how the enabling characteristics of your policies/activities/decisions in these areas may be expanded to support school improvement planning for other aspects of your teaching conditions

53. Narrowing to One Positive
Work from the one or two highlighted conditions in each construct. What is the one area you feel should really be celebrated at your school and why?
Consider:
Other data points
Difficulty
Connections to other things happening in the school/district/state
Importance as a driver to other things you want to accomplish

54. Narrowing to One Challenge
Work from the one or two highlighted conditions (questions) in each construct. What is one condition you feel should be a focus for improvement in your school?
Consider:
Other data points
Difficulty
Connections to other things happening in the school/district/state
Importance as a driver to other things you want to accomplish

55. Share Out Find someone not from your school in the room
Introduce yourselves
Share with your partner one celebration and one challenge area from your examination of NC TWC results at your school or district
Take a minute working individually to process your experience and reflect

56. 2016 NC TWC Returning to Your Schools

57. Why Inclusion is Critical
A key to successful change is alignment with your colleagues
Your entire school’s inclusion in the process is important
Power of multiple minds in decision making
Accountability / Shared Responsibility
Reduces resistance
Builds trust

58. Engaging Your Colleagues Back at Your Schools
Convene a faculty meeting
Share information about this work and how you narrowed to a few questions
Make survey results accessible
Celebrate successes
Share identified challenges

59. Engaging Your Colleagues Back at Your Schools
Conduct a Consenso-gram with entire faculty to determine which one challenge you want to focus on first

60.
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62. Resources Standards for beginning teacher and mentors in NC:
ing/mentorteachershandbook.pdf
Library of practioners’ resources to inform school improvement planning:
Access to your data

63. 2016 NC TWC Open Q&A and Closure

64. Questions??
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65. Abe Kline – akline@newteachercenter.org
Pat Dougherty –