The Kentucky Department of Education has released results of the voluntary anonymous teacher survey—known as the TELL Survey—which was conducted this spring.
Nearly 90 percent of Kentucky teachers responded to the survey, which officials says is phenomenal. And over 90 percent of Kentucky schools are eligible to use the survey data to improve working conditions for teachers in schools. To be eligible a school needed at least half of its teachers to take the survey (and at least five teachers for smaller schools).
The online survey asked several questions that officials say can help schools improve the working conditions for teachers.
For the question “Overall my school is a good place to work and learn,” 85.2 percent of Kentucky teachers agreed, and 82.2 percent of Jefferson County Public School teachers agreed.
According to the report presented by New Teacher Center—the group that helped the Kentucky Department of Education administer the survey—50 percent of teachers say they need more professional development to teach the common core standards more effectively.
The lowest marks received regarded the role teachers have at their schools for “providing input on how the school budget will be spent” with 47.5 percent of JCPS teachers in agreement and 37.2 percent agreement in the state.
Only two questions declined in agreement statewide from 2011 to 2013 and are related to access technology.
The results included compared answers to 2011 survey results (the survey is taken every two years, and the first time Kentucky teachers took the survey was in 2011). It also includes rates of agreement for the individual questions as well in-depth aggregated strength of responses for each question.
From the report presented by Ann Maddock, senior advisor in external affairs for New Teacher Center:
Overall, there are positive findings; however, these numbers should be noted:
• Nineteen percent of the 5,452 novice teachers responding to TELL were not assigned a mentor; 2 out of 10 did not attend any orientation and one-quarter did not have access to professional learning communities.
• Of new teachers assigned a mentor, the following percentages never worked with their mentor on:
• 14% – analyzing student work
• 13% – reviewing results of student assessments
• 12% – developing lesson plans or aligned lessons with state and local curriculum