Exhibits from the Executive Summary: Partnerships for Reform: Changing Teacher Preparation Through the Title II HEA Partnership Program: Final Report—May 2006
Exhibit 1
Frequency of Individual Involvement at the School and District Level:
Median, Average and Range, Baseline and Follow-Up
| |
School- and district-level staff involved in partnership activities |
| |
Median |
Average |
Range |
| District-level staff |
|
|
|
| Baseline |
3.0 |
18.9 |
0-1,200 |
| Follow-up |
3.0 |
13.1 |
0-240 |
| School-level staff |
|
|
|
| Baseline |
14.5 |
57.8 |
0-1,200 |
| Follow-up |
15.0 |
70.5 |
1-906 |
Notes: Numbers based on the number involved as reported by 106 district respondents at baseline and 82 at follow-up.
Exhibit reads: The median number of district-level staff involved in the partnership at baseline was reported to be three, the average number of district-level staff involved was 18.9, and the number in all activities reportedly ranged from 0 to 1,200.
Source: Title II Partnership Evaluation Baseline (2000-01) and Follow-Up (2003-04) District Surveys.
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Exhibit 2
Percentage of District Survey Respondents Reporting Partnership Support to Teacher
Recruitment and Retention: Overall, High-Poverty Schools, and for High-Need Subjects
at Baseline and Follow-Up
| |
Better
(improved)
recruitment
(percent) |
Higher
qualifications
(percent) |
Faster ability
to fill
vacancies
(percent) |
Enhanced
screening
process
(percent) |
Reduced
vacancies
(percent) |
Reduced
attrition
(percent) |
| Baseline overall |
85 |
68 |
62 |
49 |
37 |
37 |
| Follow-up overall |
64 |
63 |
53 |
37 |
43 |
47 |
| High-poverty schools baseline |
58 |
49 |
45 |
36 |
36 |
25 |
| High-poverty schools follow-up |
31 |
35 |
24 |
15 |
25 |
27 |
| High-needs subjects baseline |
53 |
37 |
41 |
35 |
31 |
22 |
| High-needs subjects follow-up |
24 |
28 |
20 |
12 |
19 |
20 |
Exhibit reads: Eighty-five percent of district respondents to the baseline survey reported that the partnership contributed to better recruitment in schools overall, while 64 percent of the district respondents to the follow-up survey reported that the partnership contributed to better recruitment in schools overall.
Source: Title II Partnership Evaluation Baseline (2000-01) and Follow-Up (2003-04) District Surveys.
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Exhibit 3
Percentage of District Respondents Reporting Partnership Support of New Teachers
at Follow-Up
| |
Percentage of respondents indicating that activity was |
| Induction activity provided by the partnership |
Provided in 2000-01 |
Provided in 2002-03 |
| Encouragement of informal mentoring |
84 |
83 |
| Training for mentors |
80 |
80 |
| Mentoring by teacher and/or professor |
84 |
75 |
| Routine observations of new teachers |
84 |
70 |
| Supervision or mentoring by principal |
80 |
70 |
| Provision of substitute teachers to allow new teachers to participate in any support or induction activity |
76 |
66 |
| Seminars with new teachers and college or university faculty |
76 |
61 |
| Provision of monetary support for attendance at professional conferences |
68 |
43 |
| Team teaching or co-teaching |
68 |
33 |
| Reduced teaching load for beginning teachers |
16 |
7 |
| Reduced teaching load for mentors |
20 |
7 |
| Child care or other family service |
8 |
1 |
Exhibit reads: Eighty-four percent of district respondents indicated that the partnership provided "encouragement of informal mentoring" in 2000-01. Eighty-three percent indicated this induction activity was provided in 2002-03.
Source: Title II Partnership Evaluation Follow-Up (2003-04) District Survey.
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Exhibit 4
Ratings of Teacher-Education Students' Preparedness for
Meeting School Challenges, as Reported by Faculty and District
Respondents, Baseline and Follow-Up
| |
Faculty |
District |
| Preparedness of teacher education students to: |
Baseline |
Follow-up |
Average
Change |
Baseline |
Follow-up |
Average
Change |
| Work with diverse populations of learners |
4.4 |
4.4 |
0.0 |
4.2 |
4.1 |
-0.1 |
| Use a variety of instructional strategies |
4.3 |
4.4 |
0.1 |
4.3 |
4.3 |
0.0 |
| Apply standards to classroom lessons |
4.2 |
4.5 |
0.3 |
4.3 |
4.2 |
-0.1 |
| Learn how to be a learner |
4.1 |
4.2 |
0.1 |
4.0 |
4.0 |
0.0 |
| Develop depth in subject-matter knowledge |
3.9 |
4.1 |
0.2 |
3.9 |
4.0 |
0.1 |
| Construct curricula |
3.9 |
3.9 |
0.0 |
3.7 |
3.6 |
-0.1 |
| Conduct effective classroom management |
3.8 |
3.8 |
0.0 |
4.1 |
3.9 |
-0.2 |
| Work in a school with structural reform initiatives |
3.6 |
3.8 |
0.2 |
3.7 |
3.7 |
0.0 |
| Communicate with parents |
3.6 |
3.8 |
0.2 |
3.7 |
3.5 |
-0.2 |
| Work with special education students |
3.5 |
3.7 |
0.2 |
3.6 |
3.5 |
-0.1 |
| Provide effective reading instruction |
- |
4.2 |
- |
- |
4.0 |
- |
| Prepare students for state assessments |
- |
4.2 |
- |
- |
3.9 |
- |
| Promote technology literacy in the classroom |
- |
4.0 |
- |
- |
4.0 |
- |
Note: Ratings are on a scale of 1-5, where 1 = "Not at all prepared" and 5 = "Very well prepared." Dash "-" indicates this question did not appear on the baseline survey.
Exhibit reads: On a scale of 1-5, faculty at baseline reported teacher-education students to be fairly well prepared for working with diverse populations of learners (4.4); this rating remained steady at follow-up. District respondents, who reported teacher-education students' level of preparedness for working with diverse populations at 4.2 on the same scale at baseline, reported a slightly lower rating at follow-up of 4.1.
Source: Title II Partnership Evaluation Baseline (2000-2001) and Follow-Up (2003-04) Faculty Leadership and Involved Surveys and District Surveys.
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