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New Teachers, Getting Adjusted, 2015-2016

  • March 2016
  • -
  • Simba Information
  • -
  • 70 pages

The teaching profession is undergoing significant change, as is K-12 education in general’new modes of instruction, new ways to deliver instructional resources, implementation of technology in the classroom and a new focus on accountability for student achievement.

This report examines responses teachers gave to an exclusive Simba survey about their classroom experiences, expectations and needs. The survey and report addresses how the experiences and responses differ among teachers new to the profession, experienced teachers new to their current position and experienced teachers long-established in their current position.

Table Of Contents

New Teachers, Getting Adjusted, 2015-2016
Executive Summary
Chapter 1: Methodology
Elementary Classroom Teachers Most Vocal Overall, Regardless of Experience
Veteran Teachers Have more to Say
New Teachers in 2015-16 Represent Third-Largest Grade Level Responders
Table 1.1: Teaching Position in School District
Table 1.2: Teaching Experience
Table 1.3: Experience by Grade Level, 2015-16 First Year Teachers
Chapter 2: Overview of the Teaching Profession
Introduction
Teaching Force Grows Slightly; Public School Vacancies Decline
High Teacher Turnover Afflicting California, North Carolina Schools
Math, Science, Special Education Remain Most Difficult Subjects to Staff
Table 2.1: Teachers in Public and Private Elementary and Secondary Schools, 2011-12
Table 2.2: Percentage of Public Schools With at Least One Teaching Vacancy
Table 2.3: Turnover Reasons by Categories, North Carolina, 2014-15
Table 2.4: Percentage of Public Schools With at Least One Difficult to Staff Teaching Position by Subject Area
Chapter 3: Preparation
Introduction
Training Favors Standards, Technology; Mentoring on the Rise
Technology, Lesson Plan Ideas Can Increase Classroom Efficiency
Colleagues Represent Most Popular Source for New Teaching Ideas
Helping Children Academically, Sharing Subject Matter Passion Are Main Motivators
Table 3.1: Level of Comfort or Concern
Table 3.2: Percentage of 2015-16 First Year Teachers Who Received Training in Specific Areas Before Classes Began
Table 3.3: What Would Help Increase Position Efficiency, Total Survey Group
Table 3.4: What Would Help Increase Position Efficiency, 2015-16 First Year Teachers
Chapter 4: Instructional Materials and Devices
Introduction
Print Textbooks Still Most Preferred Instructional Material
First-Year Teachers Lean toward Print
Teacher Participation Low in Primary Curriculum Program Selection
Digital Resource Use Low, Mostly to Supplemental Print Instructional Materials
Digital Textbooks, Adaptive Learning Software Used Least Often in Classrooms
Team, Coworker Most Influence Supplement Choices
District Provided Funds Used Mostly for Music, Art, Lab Supplies
Use of Digital Devices in Classrooms High, Tablets/iPads Are Most Popular
Table 4.1: Most Preferred Resource for Teaching Core Subjects
Table 4.2: Most Preferred Resource for Teaching Core Subjects, 2015-16 First Year Teachers
Table 4.3: Five or More Hours Being Spent Using Digital Resources for In-Class Instruction
Table 4.4: Frequency of Instructional Resource Use in Classroom
Table 4.5: Frequency of Instructional Resource Use in Classroom, 2015-16 First Year Teachers
Table 4.6: Device Most Desired for Classroom Use
Chapter 5: Conclusions/Summary
Teacher Motivation Remains Consistent, Reliance On Peer Strong
Teachers Want Increased Use of Digital Materials, Tablets/iPads
Use of Devices Equalizes across Levels of Teaching Experience
Appendix I: Survey Questions and Response Rates

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