2016 Teaching and Learning Conditions TLC Survey Results

2016 Teaching and Learning Conditions (TLC) Survey Results Education Committee Meeting November 2, 2016

TLC Survey Background

TLC Survey What the TLC Survey IS: A statistically valid and reliable instrument to assess whether educators have working conditions in their school that support effective teaching. What the TLC Survey Is NOT: An assessment of the morale of educators or their happiness with specific policies. The survey does not provide information as to why educators perceive conditions as they do, which is best ascertained through data-driven dialogue as part of the school improvement planning process.

How are survey results utilized in Pittsburgh Public Schools? • 7 th annual survey administration • Partnership with the Pittsburgh Federation of Teachers and New Teacher Center • Included as part of the School Improvement Planning process • Utilized for school & district level planning • Differentiated support to schools

2016 Survey Respondents

2016 Responses by Role Principals 38 2% Teachers 1, 731 77% Note: 2015 Response Rate – 94% Total Respondents: 2, 252 Overall Response Rate: 93% Assistant Principals 25 1% Other Staff 161 7% Paraprofessiona l 297 13% Data analysis provided by the New Teacher Center

2016 Responses by School Participation Rate Number of Schools 100% 25 Allegheny K-5, Arlington K-8, Arsenal 6 -8, Arsenal K-5, Banksville K-5, Brookline K- 8, CAPA 6 -12, Carmalt K- 8, Clayton Academy, Colfax K-8, Concord K-5, Fulton K-5, Greenfield K-8, Manchester K-8, Morrow K-8, Phillips K-5, Pioneer, Schiller 6 -8, Science and Technology Academy, South Brook 6 -8, Spring Hill K-5, Sterrett 6 -8, Student Achievement Center, Sunnyside K-8, Westwood K-5 90 -99% 15 Perry High School, Classical 6 -8, Miller K-5, Allderdice High School, Minadeo K-5, Allegheny 6 -8, Carrick High School, Dilworth K-5, Westinghouse Academy 6 -12, Woolslair K-5, Gifted Center, Conroy, Beechwood K-5, South Hills 6 -8, Barack Obama 6 -12 75%-89% 17 Faison K-5, Langley K-8, Weil K-5, King K-8, Brashear High School, Montessori K-5, Oliver Citywide Academy, Roosevelt K-5, Uprep 6 -12 At Milliones, Lincoln K-5, Mifflin K-8, Liberty K-5, Linden K-5, CAPA 6 -12 ADJUNCT, Whittier K-5, West Liberty K-5, Grandview K-5

2016 Responses by Teacher Experience 20+ Years 437 11 -20 Years 715 7 -10 Years 232 Center Data analysis provided by the New Teacher 4 -6 Years 148 125 2 -3 Years Total Teachers: 1, 731 1 st Year 60 Percent Beginning Teachers (1 st and 2 -3 rd): 11% Note: 14 (1%) Teachers did not respond to this question

Number of Respondents and Response Rates by School Level 679 92% 694 96% 672 92% 207 92% Elementary Middle High Special

Survey Results by Construct

TLC Construct Averages Over Time Community Support and Involvement Use of Time 100% 78 80 80 81 68 63 64 57 Community Support & Involvement +3 Facilities & Resources 100% 74 76 75 76 +2 Managing Student Conduct 100% 70 70 67 65 -5 +11 Facilities & Resources 0% 0% 2010 2013 2015 2016 0% 0% Data analysis provided by the New Teacher Center 2010 2013 2015 2016 0% 0% 2010 2013 2015 2016 Professional Development Instructional Practices & Support Managing Student Conduct Teacher Leadership 100% School 78 80 74 80 Leadership School Leadership 100% 76 77 77 78 71 74 75 78 -2 +2 +7 Professional Development Instructional Practices 2010 & Support 2013 2015 2010 2013 2015 2016 11 0% 100% 77 77 75 75 +6 0% 100% 0% 0% 2016 0% 0% 2010 2013 2015 2016

Which aspect of your teaching conditions most affects your willingness to keep teaching at your school? 32 School Leadership 15 Managing Student Conduct 14 Teacher Leadership 13 Instructional Practices & Support 12 Use of Time 9 Facilities & Resources 5 Community Support & Involvement Professional Development 0

TLC Construct Takeaways • Gains in 7 out of 8 constructs in 2016 • Use of Time • Construct with greatest growth from 2015 (+4%) • Instructional Practices & Support • Second highest gains from 2015 (+3%) • Managing Student Conduct • Only construct to decrease compared to 2015 (-2%)

Survey Results by Item

Use of Time Teachers have sufficient instructional time to meet the needs of all students. 100% 71 60 65 67 +11 2010 2013 2015 2016 Efforts are made to minimize the amount of routine paperwork teachers are required to do. 100% 43 100% 56 63 61 63 0% 2010 61 62 67 0% 2013 100% +5 0% 0% 2015 2016 61 63 56 66 +24 2013 2015 Class sizes are reasonable such that teachers have the time available to meet the needs of all students. 100% 0% 2010 100% +7 0% 0% Teachers are allowed to focus on educating students with minimal interruptions. 2016 2010 2013 0% 2015 2016

Instructional Practices and Support Teachers have autonomy to make decisions about instructional delivery. 100% 64 73 40 100% +13 0% 2013 2015 2016 Teachers work in professional learning communities to develop and align instructional practices. 100% 77 80 81 84 0% 2010 2013 2015 2016 100% 66 100% 53 51 54 -12 0% 0% 0% State assessment data are available in time to impact instructional practices. +7 2010 100% 67 54 60 62 +43 0% 2010 83 Teachers are assigned classes that maximize their likelihood of success with students. 2016 0% 2010 0% 2013 2015 2016

Managing Student Conduct School administrators support teachers' efforts to maintain discipline in the classroom. 100% 72 100% 73 70 68 School administrators consistently enforce rules for student conduct. 100% 58 60 57 55 -3 -4 0% 2010 0% 2013 2015 2016 The faculty work in a school environment that is safe. 100% 81 80 81 78 -3 0% 2010 2015 0% 2010 0% 2013 2015 2016 Students at this school follow rules of conduct. 100% 53 52 49 46 -7 0% 2013 100% 2016 0% 2010 0% 2013 2015 2016

School Leadership The faculty and leadership have a shared vision. 72 There is an atmosphere of trust and mutual respect in this school. 62 The faculty are recognized for accomplishments. 79 The school leadership consistently supports teachers. 69 Teachers are held to high professional standards for delivering instruction. 94 The school leadership facilitates using data to improve student learning. 90 Teacher performance is assessed objectively. 76 Teachers receive feedback that can help them improve teaching. 82 The school improvement team provides effective leadership at this school. 75

“Overall, my school is a good place to work and learn. ” by Grade Level 81 1 76 75 2 3 81 4

First Year Teachers 38% reported they were formally assigned a mentor “Overall, the additional support I received as a new teacher… …has been important in my decision to continue teaching at this school. 100% 78 76 +2 0% 2015 20 …has helped me to impact my students’ learning. 0% 2016 100% +11 0% 2015 100% 84 73 …improved my instructional practice. 0% 2016 100% 82 71 +11 0% 2015 0% 2016

Survey items with the greatest disparity between educators who plan to stay and those who plan to move to a different school: 100% 83 29 0% Overall, my school is a good place to work and learn. 76 68 34 The faculty and leadership have a shared vision. 65 38 27 24 Teachers have an There is an atmosphere In this school we take appropriate level of of trust and mutual steps to solve problems. influence on decision respect in this school. making in this school. Stayers 21 79 Movers

Key Takeaways • The TLC Survey measures educators perception, not happiness or morale. Results should be used as part of a data driven dialogue. • The TLC Survey consistently has a high participation rate of 90% or above and is reflective of educator perceptions about the environments in which they work. • Based on educator perception Managing Student Conduct continues to be an area of concern. • School leadership is a condition that has a significant impact on an educators willingness to keep teaching at his or her school. • Overall, many educators do perceive their school as a good place to work and learn.

2016 Results Highlights Questions