Technical Report on the “2000 APS/UNM Survey of Teachers”

Brief Summary This report describes analysis of a teacher survey distributed in the Albuquerque Public School District (APS) in May of 2000. This was the third administration of a survey project that arose as a collaboration between APS, the University of New Mexico (UNM) and the Albuquerque Teachers Federation (ATF), and the National Commission on Teaching and America's Future (NCTAF). The purpose of the survey was to gather information that would help inform and guide the collaboration about the status, attitudes, and perceptions of APS teachers about their professional development, induction, and school climate. The general description and findings of the 2000 survey are provided in Parkes, Stevens, and McKernan, Report on the " 2000 APS/UNM Survey of Teachers " (2001). The present report supplies more technical and specific details of analyses that were performed. Some sections of this report overlap substantially with Parkes, Stevens, and McKernan (2001), but the present report includes results of statistical tests and details on statistical analyses and technical issues that are omitted from the Parkes, Stevens, and McKernan report. In addition, the present report presents numerous tables of results on statistical analyses that are omitted from the Parkes, et al report. Survey results indicated that responding teachers received limited mentoring and induction support. Twenty-five percent of the respondents reported no mentoring or induction of any kind. Fully 86% of the respondents reported no more than one formal mentoring or induction experience. A relatively low percentage (33%) of teachers reported being satisfied with their opportunities for PD and a slightly higher percentage (38%) agreed that they were satisfied to some extent with the quality of their PD experiences. Teachers gave particularly low ratings for the adequacy of PD design for supporting district goals, and state and national standards. Teachers' perceptions of school climate and environment also showed that some facets of schooling are perceived quite positively and some are perceived somewhat negatively within the district. Lowest rated were School Resources and Leadership and Decision Making. Most highly rated were Student Relations and Student Achievement. Consistent differences were found in the responses of teachers from different levels of schools with more positive responses associated with lower school level. Number of years of teaching was associated with fewer mentoring and induction experiences, lower ratings of school climate and environment, and lower Job Satisfaction for teachers with 11 to 25 years of experience. Positive outcomes for teachers were …