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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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Last Modified: 05/25/2006