Both successful Phase One Race to the Top (RttT) states — Delaware and Tennessee — plan to conduct a statewide teacher working conditions survey. Was this the secret to each state’s victory? Well, not exactly, as the states of Colorado, Kentucky, Massachusetts, North Carolina and Ohio also built such a survey into their applications. Of course, each of those states were among the 16 Phase One semifinalists. So, maybe there is something there.
Independent of RttT, however, such efforts are in line with President Obama’s recent Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act, which would require states and districts to collect and report teacher survey data on available professional support and working conditions in schools biennially.
Research has demonstrated a connection between positive teaching and learning conditions, teacher retention, and student achievement.
Last week’s press release from the New Teacher Center goes into greater detail:
“Research has shown that understanding and improving teaching and learning conditions results in increased student success, improved teacher efficacy and motivation, higher teacher retention, and better recruitment strategies that bring educators to hard-to-staff schools,” said Ellen Moir, Chief Executive Officer of the New Teacher Center. “In the past, policymakers have not had the data necessary they need to address educators’ working conditions. Our surveys change this by putting valuable information in the hands of people who make important decisions every day that impact our schools and all those who work and learn in them.”
The New Teacher Center (NTC) assists states and school districts in administering the anonymous, web-based Teaching and Learning Conditions Survey. The NTC has a proven track record of successful administration of teaching and learning conditions surveys in 15 states. In addition to working with state stakeholders to design a customized survey, NTC provides analyses and training materials to help all stakeholders understand and use the Teaching and Learning Conditions Survey results for school improvement.
The Teaching & Learning Conditions Survey has the longest history in North Carolina where policymakers at different levels have utilized Survey data in different ways. Local education leaders have used results at the district level to further bond initiatives. At the state level, data was used in rewriting standards for principals and teachers. The Survey initiative has been so expansive that it has supported the creation of additional funding for professional development in low-performing schools. Results also have led to the development of school leadership training which requires administrators to use Survey data in making school-level improvement decisions.
The news article (‘Teacher Surveys Aimed at Swaying Policymakers’) from Education Week‘s Stephen Sawchuk provides additional context:
Despite their differing sample sizes and specific questions, the surveys’ findings about what teachers say they need to be successful are remarkably consistent from instrument to instrument. Some of the top findings: Teachers report that the quality of their schools’ leadership, a say in school decisionmaking, and opportunities to work with their peers affect their own capacity as educators.