New Teachers, Getting Adjusted, 2015-2016

Published: March 2, 2016 - 70 Pages

Table of Contents

  • Executive Summary
  • Methodology
    • Table Teaching Position in School District
    • 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 Teaching Experience
      • Table Experience by Grade Level, 2015-16 First-Year Teachers
  • Overview of the Teaching Profession
    • Introduction
      • Table Teachers in Public and Private Elementary and Secondary Schools, 2011-12
      • Teaching Force Grows Slightly; Public School Vacancies Decline
        • Table Percentage of Public Schools With at Least One Teaching Vacancy
      • High Teacher Turnover Afflicting California, North Carolina Schools
        • Table Turnover Reasons by Categories, North Carolina, 2014-15
        • Table Percentage of Public Schools With at Least One Difficult to Staff Teaching Position by Subject Area
      • Math, Science, Special Education Remain Most Difficult Subjects to Staff
  • Preparation
    • Introduction
      • Table Level of Comfort or Concern
      • Table Percentage of 2015-16 First Year Teachers Who Received Training in Specific Areas Before Classes Began*
    • Training Favors Standards, Technology; Mentoring on the Rise
    • Technology, Lesson Plan Ideas Can Increase Classroom Efficiency
      • Table What Would Help Increase Position Efficiency, Total Survey Group*
      • Table What Would Help Increase Position Efficiency, 2015-16 First Year Teachers*
    • Colleagues Represent Most Popular Source for New Teaching Ideas
    • Helping Children, Sharing Subject Matter Passion Are Main Motivators
  • Instructional Materials & Devices
    • Introduction
      • Table Most Preferred Resource for Teaching Core Subjects*
    • Print Textbooks Still Most Preferred Instructional Material
      • Table Most Preferred Resource for Teaching Core Subjects, 2015-16 First Year Teachers*
      • First-Year Teachers Lean toward Print
        • Table Five or More Hours Being Spent Using Digital Resources for In-Class Instruction
    • Teacher Participation Low in Primary Curriculum Program Selection
    • Digital Resource Use Low, Mostly to Supplement Print Instructional Materials
      • Table Frequency of Instructional Resource Use in Classroom*
      • Table Frequency of Instructional Resource Use in Classroom, 2015-16 First Year Teachers*
      • Digital Textbooks, Adaptive Learning Software Used Least Often in Classrooms
    • Team, Coworkers 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 Device Most Desired for Classroom Use*
  • Conclusions/Summary
    • Teacher Motivation Remains Consistent, Reliance On Peers Strong
    • Teachers Want Increased Use of Digital Materials, Tablets/iPads
    • Use of Devices Equalizes across Levels of Teaching Experience
  • Appendix
    • Survey Questions and Response Rates


Abstract: K-12 New Teacher Survey 2015

The teaching profession is under going 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.

The innovative ideas and expectations new teachers bring to the classroom and how more experienced teachers are adapting to these changes impacts the future of education. For this report, Simba Information partnered with MCH Strategic Data to conduct a survey of teachers about their classroom experiences, expectations and needs.

The relatively short survey (27 multiple choice questions) was deployed over several weeks in October 2015. Questions addressed two main areas:
  • Teachers’ feelings about their preparation and their needs to be more effective;
  • Teachers’ use of instructional materials and technology.
This report examines those responses, particularly in 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.

Get full details about this report
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