teacher working conditions survey
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Teacher Working Conditions Survey
The candidate will lead a team of professional educators in an analysis of the elements of the
Teacher Working Conditions Survey (TWCS) and/or other data that are used by the School
Improvement Team to draft, monitor, and revise the School Improvement Plan. The candidate
will create a visual display that identifies data sources and clearly identifies findings from each
source. The Teacher Working Conditions Survey Analysis Project will include the visual display
outlined above, a reflection on the usefulness of the display related to student achievement and
school goal attainment, and a class presentation complete with a note-taking guide.
TWS: Time Results Near District and State Averages
Class sizes are reasonable such that teachers have the time available to meet the needs of all students.
State: 60.2% District: 76.6% School: 63.3%
Areas in Need of Improvements
Teachers have time available to collaborate with colleagues.
State: 73.1% District: 56.6% School: 36.7%
Teachers are allowed to focus on educating students with minimal interruptions.
State: 67.2% District: 68.8% School: 58.6%
The non-instructional time provided for teachers in my school is sufficient.
State: 62.8% District: 59.9% School: 40.0%
Efforts are made to minimize the amount of routine paperwork teachers are required to do.
State: 57.2% District: 51.2% School: 26.7%
Teachers have sufficient instructional time to meet the needs of all students.
State: 66.0% District: 64.5% School: 50.0%
Teachers are protected from duties that interfere with their essential role of educating students.
State: 71.2% District: 67.6% School: 50.0%
TWS: Facility & ResourcesResults Near District and State Averages
Teachers have access to reliable communication technology, including phones, faxes and email.
State: 90.6% District: 94.0% School: 90.0%
The school environment is clean and well maintained.
State: 86.0% District: 84.8% School: 76.7%
Teachers have adequate space to work productively.
State: 88.9% District: 92.4% School: 89.7%
The physical environment of classrooms in this school supports teaching and learning.
State: 88.9% District: 94.8% School: 96.6%
The reliability and speed of Internet connections in this school are sufficient to support instructional practices.
State: 76.1% District: 86.0% School: 96.6%
Areas in Need of Improvements
Teachers have sufficient access to appropriate instructional materials.
State: 73.6% District: 66.0% School: 50.0%
Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc.
State: 81.1% District: 78.5% School: 70.0%
Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.
State: 78.7% District: 84.9% School: 51.7%
Teachers have sufficient access to a broad range of professional support personnel.
State: 83.3% District: 82.9% School: 58.6%
School Improvement Goal
Goal 1: Install Smartboards in any remaining K-2 classrooms. (Technology) Grade 4-5 Learn Pads for all students.
Goal 2: Purchase and use Sadlier Common Core Progress English Language Arts and Math
workbooks that align with Read to Achieve standards. Use district pacing resource web site created in summer 2014. A – Z purchased April 2014 for school-wide reading resource. Part-time literacy specialist to target 2nd and 3rd students in Tier 3. Purchase Study Island for all upper grades to reinforce skills in reading and math. Purchase MobyMax for upper grade use.
TWS: Community Support and InvolvementResults Near District and State AveragesParents/guardians are influential decision makers in this school.
State: 72.6% District: 74.8% School:90.0%
This school maintains clear, two-way communication with the community.
State: 89.9% District: 94.8% School: 96.7%
This school does a good job of encouraging parent/guardian involvement.
State: 90.0% District: 92.7% School: 96.7%
Teachers provide parents/guardians with useful information about student learning.
State: 96.0% District: 97.6% School: 96.7%
Parents/guardians know what is going on in this school.
State: 86.5% District: 89.6% School: 96.7%
Parents/guardians support teachers, contributing to their success with students.
State: 72.5% District: 74.5% School: 86.7%
Community members support teachers, contributing to their success with students.
State: 82.5% District: 90.1% School: 93.3%
The community we serve is supportive of this school.
State:84.9% District: 94.4% School: 96.7%
School Improvement Strengths
Strengths: The school has a strong core group of active parent involvement including our parent organization and classroom volunteers. All 27 classrooms have at least one active classroom volunteer. We also are currently partnering with an area college to provide additional student support in the form of mentors. Many classrooms utilize community volunteers as guest classroom readers. Manna Food Bank and local community support for our students in the areas of Backpack Buddies' food program, clothing, and other school-related needs.
TWS: Managing Student ConductResults Near District and State Averages
Students at this school understand expectations for their conduct.
State: 85.1% District: 92.1% School: 93.3%
Students at this school follow rules of conduct.
State: 71.9% District: 87.7% School:93.3%
Policies and procedures about student conduct are clearly understood by the faculty.
State:84.2% District:86.8% School: 86.7%
School administrators consistently enforce rules for student conduct.
State:72.2% District: 79.9%School: 82.1%
School administrators support teachers' efforts to maintain discipline in the classroom.
State: 81.9% District:87.9% School: 82.8%
Teachers consistently enforce rules for student conduct.
State: 80.5% District: 85.2% School: 75.9%
The faculty work in a school environment that is safe.
State: 93.2% District: 98.0% School: 96.7%
School Improvement
Strengths: Behavior expectations are high and show in our survey results and in our lack of acts of crime or violence. We are in our third year of PBIS implementation and expect to enter the module two phase of PBIS implementation this year.
TWS: Teacher LeadershipResults Near District and State Averages
Teachers are recognized as educational experts.
State: 82.0% District: 79.2% School: 83.3%
Teachers are trusted to make sound professional decisions about instruction.
State: 82.9% District: 76.5% School: 80.0%
Teachers are relied upon to make decisions about educational issues.
State: 81.0% District: 76.3% School: 75.9%
Teachers are encouraged to participate in school leadership roles.
State: 92.3% District: 93.1% School: 96.4%
In this school we take steps to solve problems.
State: 82.9% District: 84.5% School: 80.0%
Teachers are effective leaders in this school.
State: 87.5% District: 89.2% School: 93.3%
Members of the school improvement team are elected.
State: 76.1% District: 49.8% School: 86.7%
Areas in Need of Improvements
The faculty has an effective process for making group decisions to solve problems.
State: 77.4% District: 72.9% School: 66.7%
Teachers have an appropriate level of influence on decision making in this school.
State: 69.8% District: 70.7% School: 60.0%
TWS: School LeadershipResults Near District and State Averages
The faculty and staff have a shared vision. State: 84.2% District: 88.3% School: 82.8%
There is an atmosphere of trust and mutual respect in this school.State: 73.1% District: 80.9% School: 79.3%
Teachers feel comfortable raising issues and concerns that are important to them.State: 72.1% District: 77.3% School: 86.7%
Teachers are held to high professional standards for delivering instruction.State: 93.8% District: 91.7% School: 96.7%
The school leadership facilitates using data to improve student learning.State: 94.0% District: 92.3% School: 96.7%Teacher performance is assessed objectively. State: 86.4% District: 87.0% School: 86.7%
The school improvement team provides effective leadership at this school.State: 84.2% District: 80.0% School: 89.7%
The faculty are recognized for accomplishments. State: 85.0% District: 76.3% School: 80.0%
Areas in Need of ImprovementsThe procedures for teacher evaluation are consistent.
State: 84.0% District: 84.8% School: 73.3%
The school leadership consistently supports teachers.
State: 79.6% District: 81.0% School: 69.0%
Teachers receive feedback that can help them improve teaching.
State: 85.4% District: 79.4% School: 73.3%
The use of time in my school
State: 79.6% District: 76.0% School: 66.7%
Professional development
State: 83.4% District: 83.3% School: 76.7%
Instructional practices and support
State: 88.1% District: 88.5% School: 80.0%
New teacher support
State: 83.8% District: 85.6% School: 75.9%
TWS: School LeadershipResults Near District and State Averages
The school leadership makes a sustained effort to address teacher concerns about:
Leadership issues
State: 81.4% District: 84.4% School: 80.0%
Facilities and resources
State: 87.0% District: 87.9% School: 86.7%
Teacher leadership
State: 86.4% District: 89.2% School: 86.7%
Community support and involvement
State: 88.5% District: 90.8% School: 93.3%
Managing student conduct
State: 80.0% District: 85.3% School: 83.3%
Areas in Need of Improvements
The use of time in my school
State: 79.6% District: 76.0% School: 66.7%
Professional development
State: 83.4% District: 83.3% School: 76.7%
Instructional practices and support
State: 88.1% District: 88.5% School: 80.0%
New teacher support
State: 83.8% District: 85.6% School: 75.9%
School Improvement Goal
Goal 1: MClass data from 2013-2-14 confirmed a need to improve phonics instruction in K-2 to support fluency and comprehension growth in grades 3-5. Letterland Program, professional development for program and instruction as well
as fidelity checks.
Goal 1: Focus on common core reading standards for instruction in an effort to improve reading performance in grades 3-5. Provide grade level staff development on Common Core. Arrange Study Island
math webinar training for all classroom teachers
Goal 3: Increase math proficiency in grades 3-5. Schedule Math Foundations training for teachers who have not been provided the
course.
Goal 4: Continued PBIS Behavioral support. Training for staff members who have not received PBIS Behavioral Module 1. Schedule and implement district PBIS Behavioral Module 2 training. Schedule Love & Logic abbreviated training for new teachers and instructional
assistants.
TWS: Professional DevelopmentResults Near District and State Averages
Professional development offerings are data driven.
State: 83.1% District: 77.7% School: 86.2%
Professional development deepens teachers‘ content knowledge.
State: 75.6% District: 75.2% School: 79.3%
Teachers have sufficient training to fully utilize instructional technology.
State: 73.3% District: 74.7% School: 70.0%
Professional development enhances teachers‘ ability to implement instructional strategies that meet diverse student learning needs.
State: 83.3% District: 84.9% School: 76.7%
Professional development enhances teachers‘ abilities to improve student learning.
State: 86.2% District: 88.3% School: 79.3%
Areas in Need of ImprovementsSufficient resources are available for professional development in my school.
State: 78.3% District: 70.0% School: 58.6%
An appropriate amount of time is provided for professional development.
State: 77.2% District: 65.3% School: 56.7%
Professional learning opportunities are aligned with the school’s improvement plan.
State: 90.4% District: 89.4% School: 77.8%
Professional development is differentiated to meet the individual needs of teachers.
State: 66.1% District: 59.3% School: 46.4%
In this school, follow up is provided from professional development.
State: 73.5% District: 66.8% School: %
Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices.
State: 79.1% District: 73.1% School: 56.7%
Professional development is evaluated and results are communicated to teachers.
State: 64.5% District: 52.7% School: 48.3%
Teachers are encouraged to reflect on their own practice.
State: 93.1% District: 91.9% School: 82.8%
School Improvement GoalsGoal 1: MClass data from 2013-2-14 confirmed a need to improve phonics instruction in K-2 to support fluency and comprehension growth in grades 3-5. Letterland Program, professional development for program and instruction as well
as fidelity checks.
Goal 1: Focus on common core reading standards for instruction in an effort to improve reading performance in grades 3-5. Provide grade level staff development on Common Core. Arrange Study Island
math webinar training for all classroom teachers
Goal 3: Increase math proficiency in grades 3-5. Schedule Math Foundations training for teachers who have not been provided the
course.
Goal 4: Continued PBIS Behavioral support. Training for staff members who have not received PBIS Behavioral Module 1. Schedule and implement district PBIS Behavioral Module 2 training. Schedule Love & Logic abbreviated training for new teachers and instructional
assistants.
TWS: Instructional Practices and SupportResults Near District and State Averages
Local assessment data are available in time to impact instructional practices.
State: 79.4% District: 81.7% School: 82.8%
Teachers use assessment data to inform their instruction.
State: 93.0% District: 91.9% School: 100.0%
The curriculum taught in this school is aligned with Common Core Standards.
State: 97.7% District: 98.3% School: 96.4%
Teachers are encouraged to try new things to improve instruction.
State: 92.9% District: 90.8% School: 86.7%
Areas in Need of ImprovementsState assessment data are available in time to impact instructional practices.
State: 51.9% District: 32.5% School: 27.6%Teachers work in professional learning communities to develop and align instructional practices.
State: 91.2% District: 80.0% School: 72.4%
Provided supports (i.e. instructional coaching, professional learning communities, etc.) translate to improvements in instructional practices by teachers.
State: 86.6% District: 79.7% School: 65.5%
Teachers are assigned classes that maximize their likelihood of success with students.
State: 69.2% District: 66.1% School: 57.7%
Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy).
State: 79.9% District: 77.2% School: 53.3%
State assessments provide schools with data that can help improve teaching.
State: 64.5% District: 45.8% School: 44.8%
State assessments accurately gauge students’ understanding of standards.
State: 44.5% District: 27.0% School: 21.4%
TWS: Overall
Overall, my school is a good place to work and learn.State: 85.1% District: 88.9% School: 83.3%
At this school, we utilize the results from the 2012 North Carolina Teacher Working Conditions Survey as a tool
for school improvement.State: 81.2% District: 84.6% School: 78.6%
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