2005 ESE Personnel Surveys

Cathy Hammond, Co-Director

Florida State Improvement Grant

CSPD Council MeetingJune 1, 2005

ESE Personnel Survey

2004: 2,311 ESE personnel surveys

2005: 5,863 ESE personnel surveys

# ESE teachers fall 2004: 25,624

Estimated 2005 PDP response rate

64.4

46.9

27.6 25.6 22.8 19.2 19.111.4 5.9

0102030405060708090

100

FSU-FAMU

FIU UCF FGCU UWF UF UNF USF FAU

Current positions of personnel348

6.0%84014.5%

4898.5%

4,10671.0%

ESE teachers ESE specialists

Related services providers Other

Primary certification of personnel

Primary Certification#

PersonnelESE K-12 1,449 (33%)

Varying exceptionalities 734 (17%)

Specific learning disabilities 596 (14%)

Mentally handicapped 468 (11%)

Elementary education 370 (8%)

Emotionally handicapped 334 (8%)

No ESE certification 132 (3%)

How met requirements for Florida certification

2%8%

38%

11%

13%

28%

ugrad degree grad degree take courses

alt route other state not certified

Experience of personnel 11.7 Average years teaching Range from 0 up to 43 years 1 yr was mode response but only 7% of total 1,193 (21%) Beginning personnel (less

than 3 yrs.) 4,555 (79%) Veteran personnel (more

than 3 yrs.)

Additional certification/endorsement to meet requirements of NCLB 12 percent need additional certification or

endorsement Primary areas include:

• Secondary subject area (31%)• ESE K-12 (24%)• ESOL (13%)• Varying exceptionalities (6%)• Elementary education (5%)

Additional certification/endorsement to meet requirements of NCLB Plan to meet requirements:

• Course by course (38%)• Test only (29%)• Alternative route (16%)• Complete graduate degree (16%)• Complete undergraduate degree (1%)

Training needed in core academic subjects Medium or high need by 36 percent

(n=2,114) Core subject areas (n=2,114):

• English/language arts: 47%• Mathematics: 21%• Science: 21%• Social studies: 10%

Top 10 professional development needs of personnel surveyed Developing the social skills of ESE students with

varying needs

Designing/implementing behavior management programs/ strategies for ESE students

Developing/implementing inclusive practices

Using technology to support instruction/provide services

Managing your time effectively: time management; scheduling, organizational skills; stress management

Top 10 professional development needs of personnel surveyed Designing/implementing developmentally appropriate

assessments for IEP goals and objectives Understanding student learning styles/brain

compatible instruction Designing, adapting, implementing scientifically

validated pre-reading/reading instruction Understanding and using assistive technology Understanding/implementing effective classroom

management practices

Preferred times and delivery methods for training Preferred times

• Release time during school day (71%)• During the summer (12%)• After school (12%)

Preferred delivery methods• Small group training/single day workshop (50%)• Small group training/multiple day workshop (12%)• On-line courses (12%)

Top 5 professional development needs for beginning & veteransBeginning personnel Veteran personnel

using behavior management programs/strategies

developing social skills of students w/varying needs

developing social skills of students w/varying needs

developing/implementing inclusive practices

managing your time effectively using technology to support instruction/provide services

understanding student learning styles

using behavior management programs/strategies

effective classroom management practices

managing your time effectively

Top 5 concerns about position Salary and benefits (71%) Time for paperwork (71%) Collaborative planning/instruction (63%) Teacher-student ratio (52%) Building support for ESE (45%)

Top 5 concerns about position: Comparison of 2004 and 2005 results

2004Concerns

2005Concerns

Salary and benefits Salary and benefitsTime for paperwork Time for paperworkCollaborative planning/ instruction

Collaborative planning/ instruction

District support Teacher-student ratioBuilding support Building support

Top 5 concerns about positions for beginning and veteran personnelBeginning personnel Veteran personnel

Salary and benefits Time for paperwork

Time for paperwork Salary and benefits

Collaborative planning/ instruction

Collaborative planning/ instruction

Level of parental involvement Teacher-student ratio

Teacher-student ratio District support for ESE

FLSIG annual report areasConcern 2004 2005

See yourself in current position in 5 yrs?

59% Yes

62% Yes

Access to quality professional development opportunities.

40% Low to no concern

38% Low to no concern

Satisfaction of beginning teachers with Florida preservice program

39% Low to no concern

47% Low to no concern

Retention of personnelIssue Next year

% Yes5 years %Yes

Stay in same job?

92% 62%

Stay in same school?

82% 57%

Stay in same district?

87% 72%

Retention of teachers and related services personnel

Issue Teacher% Yes

Rel. Serv. %Yes

Stay in same job next year?

91% 94%

Stay in job in 5 years?

61% 68%

Stay in same school next year?

92% 91%

Stay in same school in 5 years?

64% 63%

Retention of beginning and veteran personnel

Issue Beginning% Yes

Veteran %Yes

Stay in same job next year?

89% 92%

Stay in same school next year?

90% 92%

Stay in same job in 5 years?

63% 62%

Stay in same school in 5 years?

63% 65%

Retention of alt cert and degreed personnel

Issue Alt. Cert% Yes

Degree %Yes

Stay in same job next year?

91% 91%

Stay in job in 5 years?

63% 59%

Stay in same school next year?

91% 92%

Stay in same school in 5 years?

66% 63%

Stay in same district in 5 years?

85% 80%

ESE Paraprofessional Survey

2004: 965 paraprofessional surveys

2005: 1,036 paraprofessional surveys

Grade level assignment6%

20%

19%

55%

Pre-K-elem Middle-jr High Other

Primary exceptionality of students

Primary Exceptionality#

ParasVarying exceptionalities 179 (19%)

Specific learning disabilities 147 (16%)

Emotionally handicapped 111 (12%)

Developmentally delayed (ages 3-5)

82 (9%)

Educable mentally handicapped 81 (9%)

Autistic 81 (9%)

Major settings 86% percent work in one of three

settings:

• Self-contained classroom (42%)

• General education/inclusion classroom (23%)

• ESE resource classroom (21%)

Level of education14%

23%

36%

24%

3%

GED High school Some college AA degree BA degree

Experience of paraprofessionals 7.8 Average years teaching Range from 0 up to 35 years 1 yr was mode response, 16% of total 322 (35%) Beginning paraprofessionals

(less than 3 yrs.) 603 (65%) Veteran paraprofessionals

(more than 3 yrs.)

Top 10 professional development needs of surveyed paraprofessionals Understanding/using behavior management

programs for ESE students

Developing the social skills of ESE students with varying needs

Understanding disabilities Knowing what to do in medical emergencies Using accommodations and modifications for ESE

students

Top 10 professional development needs of surveyed paraprofessionals Using technology to support instruction

Using effective reading instruction with ESE students Understanding state and local ESE policies and

procedures Understanding and using assistive technology Using effective math instruction with ESE students

Preferred times and delivery methods for training Preferred times

• Release time during school day (55%)• Saturdays/weekends with pay (21%)• After school (12%)

Preferred delivery methods• Small group training/single day workshop (43%)• On-line courses (14%) • Consultation/mentoring (10%)

Retention of paras and career plans

Continue working as para next year?

844 (91%)

Continue working as para in 5 years?

556 (61%)

Plan to become ESE teacher?

363 (40%)

Top 5 concerns about position Good supply of appropriate materials and supplies

(49%) Administrative understanding and support of ESE

(49%) Quality of information sharing/communication among

paras, teachers and administrators (47%) Participation in the professional development

opportunities you want (46%) Level of teacher support or respect for your efforts

(45%)

Top 5 concerns about positions for beginning and veteran paras

Beginning paras Veteran parasAdministrative understanding and support of ESE

Good supply of appropriate materials and supplies

Quality of information sharing/ communication among paras, teachers and administrators

Administrative understanding and support of ESE

Participation in the professional development opportunities you want

Access to “tools” you need to do your job

Good supply of appropriate materials and supplies

Quality of information sharing/ communication among paras, teachers and administrators

Level of teacher support or respect for your efforts

Level of teacher support or respect for your efforts