Fort Worth ISD 2011-12 Teacher Survey Reveals Satisfaction with Administrators,
Colleagues and Support for Use of Data

 Educators Also Report Concerns about Lack of Consequences

Fort Worth ISD teachers believe they are supported by colleagues and they are much happier with campus leadership, according to the results of a poll released today.

On the other hand, many feel there is a lack of accountability for teacher performance, or lack thereof.

Of the 5,153 District teachers, 2,748 responded to the survey, yielding a 53% response rate.  The District’s Department of Accountability and Data Quality (ADQ) administered the survey and prepared the results.

You may review the full report from the ADQ website. 

“Earlier this year I promised we would share the results of our Teacher Survey in a much more prominent way,” said Superintendent Walter Dansby. “We have posted this information on the District website where everyone may readily access it. We want you to know that your feedback is heard and valued.”

According to the survey, there is strong support for the use of data and teachers who access their own data feel good about their ability to use the information.  And, the “It’s Not Okay” or INOK campaign has raised awareness of bullying and teachers report they are more aware of bullying incidents.

Teachers also expressed a concern about communicating with parents, according to the poll.  They feel a responsibility to do that -- but they aren’t always sure they are connecting.

Overall teachers reported:

• Increased satisfaction with their campus administrators. 
  Principals are credited with high levels of visibility, being accessible, and having sensitivity to cultural and professional differences of the staff. 
• Support from their colleagues. 
  Teachers respect colleagues’ ability to deliver high-quality instruction and are supportive of differences in opinion.  Beginning teachers reported receiving guidance and resources from colleagues.
• Collaboration with colleagues. 
  Teachers collaborate most often with colleagues on creating lesson plans, reviewing student data, and reviewing student work.  Many teachers have observed a colleague and provided feedback or modeled a lesson for colleagues. 
• Confidence in delivery of instruction, use of data, and classroom effectiveness. 
  Confidence in and usage of the Curriculum Frameworks and assigning interventions is very high.  Teachers report use of multiple sources of data to inform different aspects of instruction, confidence their ability to reach students and to deliver high-quality instruction.
• Commitment to student success. 
  Preparing students for post-secondary success is integral to teachers.  Teachers work beyond the classroom to ensure student successes.
• Teacher Recognize Campus Efforts to Communicate with and Engage Parents. 
  Teachers believe parents are greeted warmly at their campus.  Principals encourage teachers to communicate regularly with parents.  Teachers see the benefit of parent involvement and most take responsibility for getting parents involved, although time may be a barrier.  Teachers are not confident in parents’ ability to assist students with homework.
• Uncertainty Regarding Certain District Efforts. 
  Teachers are less confident that they have a voice and access to critical information from the district.   Teachers are evenly split as to whether relating pay to performance is a good idea.  Teachers are similarly divided as to whether the District has clearly emphasized strategies designed to eliminate the achievement gap.   Many teachers perceive a lack of consequences for teachers who do not perform well.

Fort Worth ISD 2011-12 Teacher Survey Reveals Satisfaction with Administrators,
Colleagues and Support for Use of Data

 Educators Also Report Concerns about Lack of Consequences

Fort Worth ISD teachers believe they are supported by colleagues and they are much happier with campus leadership, according to the results of a poll released today.

On the other hand, many feel there is a lack of accountability for teacher performance, or lack thereof.

Of the 5,153 District teachers, 2,748 responded to the survey, yielding a 53% response rate.  The District’s Department of Accountability and Data Quality (ADQ) administered the survey and prepared the results.

You may review the full report from the ADQ website. 

“Earlier this year I promised we would share the results of our Teacher Survey in a much more prominent way,” said Superintendent Walter Dansby. “We have posted this information on the District website where everyone may readily access it. We want you to know that your feedback is heard and valued.”

According to the survey, there is strong support for the use of data and teachers who access their own data feel good about their ability to use the information.  And, the “It’s Not Okay” or INOK campaign has raised awareness of bullying and teachers report they are more aware of bullying incidents.

Teachers also expressed a concern about communicating with parents, according to the poll.  They feel a responsibility to do that -- but they aren’t always sure they are connecting.

Overall teachers reported:

• Increased satisfaction with their campus administrators. 
  Principals are credited with high levels of visibility, being accessible, and having sensitivity to cultural and professional differences of the staff. 
• Support from their colleagues. 
  Teachers respect colleagues’ ability to deliver high-quality instruction and are supportive of differences in opinion.  Beginning teachers reported receiving guidance and resources from colleagues.
• Collaboration with colleagues. 
  Teachers collaborate most often with colleagues on creating lesson plans, reviewing student data, and reviewing student work.  Many teachers have observed a colleague and provided feedback or modeled a lesson for colleagues. 
• Confidence in delivery of instruction, use of data, and classroom effectiveness. 
  Confidence in and usage of the Curriculum Frameworks and assigning interventions is very high.  Teachers report use of multiple sources of data to inform different aspects of instruction, confidence their ability to reach students and to deliver high-quality instruction.
• Commitment to student success. 
  Preparing students for post-secondary success is integral to teachers.  Teachers work beyond the classroom to ensure student successes.
• Teacher Recognize Campus Efforts to Communicate with and Engage Parents. 
  Teachers believe parents are greeted warmly at their campus.  Principals encourage teachers to communicate regularly with parents.  Teachers see the benefit of parent involvement and most take responsibility for getting parents involved, although time may be a barrier.  Teachers are not confident in parents’ ability to assist students with homework.
• Uncertainty Regarding Certain District Efforts. 
  Teachers are less confident that they have a voice and access to critical information from the district.   Teachers are evenly split as to whether relating pay to performance is a good idea.  Teachers are similarly divided as to whether the District has clearly emphasized strategies designed to eliminate the achievement gap.   Many teachers perceive a lack of consequences for teachers who do not perform well.

Fort Worth ISD 2011-12 Teacher Survey Reveals Satisfaction with Administrators,
Colleagues and Support for Use of Data

 Educators Also Report Concerns about Lack of Consequences

Fort Worth ISD teachers believe they are supported by colleagues and they are much happier with campus leadership, according to the results of a poll released today.

On the other hand, many feel there is a lack of accountability for teacher performance, or lack thereof.

Of the 5,153 District teachers, 2,748 responded to the survey, yielding a 53% response rate.  The District’s Department of Accountability and Data Quality (ADQ) administered the survey and prepared the results.

You may review the full report from the ADQ website. 

“Earlier this year I promised we would share the results of our Teacher Survey in a much more prominent way,” said Superintendent Walter Dansby. “We have posted this information on the District website where everyone may readily access it. We want you to know that your feedback is heard and valued.”

According to the survey, there is strong support for the use of data and teachers who access their own data feel good about their ability to use the information.  And, the “It’s Not Okay” or INOK campaign has raised awareness of bullying and teachers report they are more aware of bullying incidents.

Teachers also expressed a concern about communicating with parents, according to the poll.  They feel a responsibility to do that -- but they aren’t always sure they are connecting.

Overall teachers reported:

• Increased satisfaction with their campus administrators. 
  Principals are credited with high levels of visibility, being accessible, and having sensitivity to cultural and professional differences of the staff. 
• Support from their colleagues. 
  Teachers respect colleagues’ ability to deliver high-quality instruction and are supportive of differences in opinion.  Beginning teachers reported receiving guidance and resources from colleagues.
• Collaboration with colleagues. 
  Teachers collaborate most often with colleagues on creating lesson plans, reviewing student data, and reviewing student work.  Many teachers have observed a colleague and provided feedback or modeled a lesson for colleagues. 
• Confidence in delivery of instruction, use of data, and classroom effectiveness. 
  Confidence in and usage of the Curriculum Frameworks and assigning interventions is very high.  Teachers report use of multiple sources of data to inform different aspects of instruction, confidence their ability to reach students and to deliver high-quality instruction.
• Commitment to student success. 
  Preparing students for post-secondary success is integral to teachers.  Teachers work beyond the classroom to ensure student successes.
• Teacher Recognize Campus Efforts to Communicate with and Engage Parents. 
  Teachers believe parents are greeted warmly at their campus.  Principals encourage teachers to communicate regularly with parents.  Teachers see the benefit of parent involvement and most take responsibility for getting parents involved, although time may be a barrier.  Teachers are not confident in parents’ ability to assist students with homework.
• Uncertainty Regarding Certain District Efforts. 
  Teachers are less confident that they have a voice and access to critical information from the district.   Teachers are evenly split as to whether relating pay to performance is a good idea.  Teachers are similarly divided as to whether the District has clearly emphasized strategies designed to eliminate the achievement gap.   Many teachers perceive a lack of consequences for teachers who do not perform well.