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TLS Survey - Center for Teacher Leadership

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Teacher Leaders: Self
Perceptions and Training Needs
Terry Dozier, Director
Rhonda “Nikki” Barnes, NBCT-in-Residence
Center for Teacher Leadership
Virginia Commonwealth University
School of Education
Survey
The survey sought to discover recognized
teachers’
– Self perceptions
– Perceptions of the characteristics of a teacher
leader
– Leadership roles played and training received
– Desired leadership roles
– Needs with regard to training
Methodology
Purposeful sample of recognized teachers
– Teachers of the Year
– National Board Certified Teachers
– Disney Teachers
– Milken Educators
– Presidential Math and Science Awardees
The Sample
Teacher listservs and networks
– National Teacher Forum Listserv
– NBPTS Network Advisory Committee
Networks
– Southeastern Virginia NBCT Network
– Virginia Teacher Forum
Respondents
• Survey link was sent to approximately 300
teachers, 179 responded (60% response
rate).
• Virginia was over sampled
• 37 states had at least one respondent,
most likely a former State Teacher of the
Year or runner up.
Years of Teaching Experience
34
35
31
30
32
29
25
27
25
20
15
10
5
0
0
0-5
Yrs.
6-10
Yrs.
11-15 16-20 21-25 26-30
Yrs
Yrs.
Yrs.
Yrs.
30+
Yrs.
Areas of Recognition
120
102
100
NBCT
TOY
Other
Presidential
Milken
Disney
92
80
61
60
40
18
7
Disney
Presidential
Other
TOY
NBCT
0
Milken
12
20
Recognized Teachers are Confident About
Themselves as Teacher Leaders
97%
96%
100%
Agree
Strongly Agree
82%
90%
80%
37%
70%
38%
60%
45%
50%
40%
30%
20%
60%
58%
37%
10%
0%
Consider
Others See Them As
Themselves Leaders
Leaders
Clear Definition of
"Teacher Leader"
Self Perception of Leadership Skills
70%
69%
I have the knowledge and skills to. . .
60%
54%
53%
50%
44%
40%
30%
20%
10%
0%
Mentor New Teachers
Write Curriculum
Coach Experienced
Teachers
Provide PD to
Teachers
Teacher Leaders Lack Confidence in Key Areas
I am knowledgeable about. . .
14%
14%
11%
12%
10%
10%
8%
6%
4%
2%
0%
No Child Left Behind Act
The Needs of Policymakers and
Skilled at Discussing Policy
with Them
My State's Procedure for
Adopting Policy
Self-Perceptions in the Area of Educational Policy
I am knowledgeable of the needs of educational policymakers and
skilled at discussing educational policy with them. (N= 177)
Strongly
Disagree
1%
Disagree
23%
Not Sure
25%
Agree
Strongly Agree
40%
11%
Strongly Agree Characteristics
Of the 20 teachers who indicated they
strongly agree
– 15 were Teachers of the Year (TOYs) – 75%
– 11 were NBCTs – 55%
• Of the eleven NBCTS, 6 (54%) were also TOYS
– ALL who responded “strongly agree” were
TOYS, NBCTS, or Both
Teachers of the Year More
Confident in the Policy Arena
I have knowledge of and am skilled at
discussing policy.
– 57% of TOYs strongly agree/agree
– 26% of NBCTs strongly agree/agree
The best combination appears to be TOYs
who are also NBCTs
– 63% of the TOY/NBCT combos strongly
agree/agree
Important Characteristics of Teacher Leaders
90%
89%
81%
80%
Respondents Who
Strongly Agree
80%
70%
70%
64%
60%
50%
40%
30%
20%
10%
0%
Advocate for
Students and the
Teaching
Profession
Strong
Communication
Skills
Articulate About Excellent Teachers
Teaching Practice
Knowledgable
About Current
Education Issues
Disconnect Between the Perceived Role of Teacher
Leaders and the Skills Needed
89%
90%
80%
Most Important Role of
Teacher Leader
70%
60%
Skills Needed by Teacher
Leaders
50%
37%
40%
31%
33%
30%
20%
10%
0%
Advocate for
Students and the
Teaching Profession
Understand How
Policy is Developed
Know How to Work
with Policymakers
Know How To Work
With the Media
Most Common Leadership Roles
•
•
•
•
•
Staff Development (93%)
Curriculum Development (84%)
Grade Level/Department Chair (84%)
Mentoring New Teachers (82%)
Coaching Experienced Teachers (65%)
Training Received
Have you received training for
ALL of the leadership roles you
have played? (N=177)
–Yes 18%
–No – 82%
Mentoring and Coaching
120
120
Total
Not Trained
100
85
80
60
45
40
40
20
38% NT
47% NT
0
Mentor New
Teachers
Coached
Experience
Teachers
Educational Policy and Issues
45
43
39
40
Total
Not Trained
35
31
30
25
23
20
15
53% NT
10
79% NT
5
0
Policy &
Issues
Advisor to
Policymaking
Group
Desired Leadership Roles
Please select the TOP THREE areas in which
you have NOT served as a teacher leader but
would like to serve as one. (N = 179)
TOP THREE ARE…
– Teacher Recruitment
– Educational Policy and Issues
– Advisor to Policymaking Group
95% of the respondents chose one of these
three areas.
Recognized Teachers Want Training to Help Them
Become Effective in the Policy Arena
Top 3 Aspects of Teacher Leadership in Which Additional Training is Needed
70%
65%
64%
60%
50%
40%
40%
30%
20%
10%
0%
Understanding
Educational Policy
Working Collaboratively Interpreting Educational
with Educational
Research
Policymakers
Training Needed
Please select the TOP THREE aspects of teacher
leadership for which you feel you need additional
training (N=179)
Every respondent chose Understanding
Educational Policy and Issues or
Working Collaboratively With
Educational Policy Makers as one area
in which they needed training.
Barriers to Teacher Leadership
• Time
• Lack of training
Conclusions
•
•
•
•
•
Self Perceptions
Characteristics of a Teacher leader
Lots of leadership roles/positions
Not trained for all
Almost no leadership in policy and those who
did lead…had no training
• Recognized teachers want to be trained in and
have opportunities to influence educational
policy.
Teacher Leadership Pyramid
Policy
Arena
District
School
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