Montana Educator Survey Overview of Results Teacher survey Total - - PowerPoint PPT Presentation

Montana Educator Survey

Overview of Results

Teacher survey

Total participants= 2,240 Completes= 1,340 (incomplete responses were retained; total counts do not always = total participants)

Administrator (superintendent, principal) survey participants by system locale

Locale Superintendent participants % and number % Superintendent participants by recoded locale category Principal participants % and number % Principal participants by recoded locale category Percentage of total number of systems by recoded locale category

City midsize 1% (n=2) Non-rural 29.5% 4% (n=6) Non-rural 46.5% Non-rural 14% City small 1% (n=2) Suburb-midsize 2% (n=3) 1.5% (n=2) Suburb-small 1% (n=2) 1.5% (n=2) Town-fringe .5% (n=1) Town remote 24% (n=37) 37% (n=50) Rural fringe 4% (n=6) Rural distant/fringe 24% 4% (n=5) Rural distant/fringe 15% Rural distant/fringe 25% Rural distant 20% (n=30) 11% (n=30) Rural remote 46% (n=72) Rural distant/fringe 46% 37% (n=72) Rural-remote 37% Rural-remote 61% Total 155 173

Teacher participants by system locale

Census locale Survey % and Number Recoded locale category % Proportion of all MT teachers

City midsize 5% (n=93) Non-rural 69% Non-rural 60% City small 15% (n=279) Suburb-midsize .5% (n=3) Suburb-small .5% (n=3) Town-fringe 3% (n=53) Town remote 45% (n=848) Rural fringe 3% (n=57) Rural distant/fringe 12% Rural distant/fringe 14% Rural distant 9% (n=175) Rural remote 19% (n=362) Rural-remote 19% Rural-remote 26% Total 1,873 Total number of systems represented (1 or more responses) = 189

Teacher participant demographics by locale

Demographic Montana Locale

All Rural-remote Rural distant/ fringe Non- rural

Age < 25 2% (n=25) 1% (n=4) 3% (n=5) 2% (n=16) 25-34 21% (n=335) 22% (n=69) 26% (n=50) 26% (n=50) 35-44 28% (n=433) 27% (n=84) 26% (n=50) 28% (n=299) 45-54 27% (n=420) 26% (n=82) 25% (n=49) 27% (n=289) 55-64 20% (n=317) 21% (n=64) 18% (n=36) 21% (n=217) 65+ 2% (n=34) 3% (n=8) 3% (n=5) 2% (n=21) Gender 78% female; 20% male (2% no answer/other) Race 95% white; 2% American Indian; 2% two or more; <1% all others

Teacher participant experience and education

Experience and education Montana Teacher Survey (2018)

All Rural-remote Rural distant/ Fringe Non- rural

% with < 4 years of teaching experience

10% (n=173)

12% (n=41) 20% (n=44) 8% (n=100) % with 4-9 years of experience

24% (n=428)

26% (n=92) 20% (n=45) 23% (n=279) % with 10-14 years of experience

19% (n=344)

15% (n=54) 17% (n=38) 20% (n=252) % with 15+ years of experience

48% (n=860)

47% (n=166) 43% (n=94)

49% (n=600)

% first licensed as a teacher in MT

77% 77% 80% 77%

Percentage reporting current grade-levels taught (select multiple; does not = 100%) PK-5

24%

6-8

23%

9-12

33%

Undergraduates

3%

Teacher satisfaction and salary

Percentage of teachers who somewhat or strongly agree

Montana Teacher Survey (2018) National Survey (2015-16) All Non-rural Rural distant/fringe Rural remote All I am satisfied with being a teacher at this school 84% (n=1315) 86% (n=908) 80% (n=158) 80% (n=249) 89% I am satisfied with my teacher salary 48% (n=761) 53% (n=560) 31% (n=62) 37% (n=201) 42% (rural*) 46% (non-rural) I am satisfied with my teacher benefits package 47% n=740 47% (n=492) 37% (n=71) 56% (n=177) NA Average reported salary $54,248 $45,002 $43,027 $56,000 Min-max $20,000-74,000 $25,000-70,000 $20,581-80,000

Teacher perceptions of leadership support and collegiality by locale

Percentage of teachers who somewhat or strongly agree:

Montana Teacher Survey (2018) National Survey (2015-16) All Non-rural Rural distant/ fringe Rural remote All There is a great deal of cooperative effort among staff 70% (n=1090) 72% (n=760) 69% (n=135) 62% (n=195) 84% There is shared belief among staff about the central mission of the school 81% (n=1279) 83% (n=884) 81% (n=159) 75% (n=236) 86% Staff members are recognized for a job well done 62% (n=985) 66% (n=692) 53% (n=103) 54% (n=170) 72% My principal enforces the rules/backs me up when I need it 71% (n=1109) 73% (n=775) 66% (n=128) 66% (n=206) 83%

Relationship between teacher satisfaction and perceptions of administration support/encouragement

The school administration is supportive and encouraging to staff I am generally satisfied with being a teacher at this school Strongly disagree Somewhat disagree Somewhat agree Strongly agree Supportive total Strongly disagree 26% (n=51) 27% (n=54) 38% (n=74) 8% (n=15) 12% Somewhat disagree 6% (n=14) 27% (n=66) 49% (n=120) 18% (n=44) 15% Somewhat agree 1% (n=5) 10% (n=51) 61% (n=307) 28% (n=144) 32% Strongly agree .5% (n=3) 2% (n=13) 29% (n=184) 69% (n=438) 40% Satisfied total 5% 12% 43% 40%

97 % of generally satisfied teachers somewhat or strongly agree their administration is supportive and encouraging (compared to 95% nationally)

Mentoring for teachers

51% 71% 43% 44% 23% 53% 67% 58% 47% 32% 38% 42% 43% 33% 22% 52% 47% 45% 36% 25% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Montana AA A B C

Percentage of teachers reporting they received formal mentoring by career stage and system classification

novice career <1 year early teacher (1-3 year) veteran teacher (4+ years) total

Teacher commute time to work by locale

61% 34% 5% 0% 39% 48% 13% 0% 57% 30% 11% 2% 0% 10% 20% 30% 40% 50% 60% 70% Less than 10 min 10-30 minutes 30m-1 hour More than 1 hour

Percentage of teachers reporting driving times from home to work

Rural remote Rural distant/fringe Non-rural

Teacher influence on school policy

65% 65% 73% 42% 93% 84% 84% 85% 82% 98%

10 20 30 40 50 60 70 80 90 100

Deciding how the school budget will be spent Hiring new teachers Evaluating teachers Determining content of PD Setting discipline policy

Percentage of teachers reporting having a moderate or great deal of influence over areas

• f school policy (Montana teachers compared to National Teacher Survey)

Montana Teacher Survey (2018) National Teacher Survey (2015-16)

Teacher classroom autonomy

54% 65% 65% 73% 84% 93% 93% 93% 81% 84% 84% 85% 97% 98% 98% 98%

20 40 60 80 100 120

Setting performance standards Establishing curriculum Selecting textbooks and

• ther

instructional materials Selecting content and skills to teach Disciplining students Selecting teaching techniques Determining amount of homework to assign Evaluating and grading students

Percentage of teachers reporting having a moderate or great deal of control in their classroom (Montana teachers compared to National Teacher Survey)

Montana Teacher Survey (2018) National Teacher Survey (2015-16)

Teacher perceptions about serious problems at school

3% 4% 7% 6% 10% 23% 28% 17% 32% 3% 6% 10% 10% 19% 26% 30% 31% 34% 0% 5% 10% 15% 20% 25% 30% 35% 40% Teacher absenteeism Students dropping out Poor student health Student class cutting Student tardiness Lack of parental involvement Students come to class unprepared Student absenteeism Poverty

Percentage of teachers reporting that the following issues are serious problems at their school (versus moderate, mild, no problem) (Montana teachers compared to National Teacher Survey,

2015-16) Montana National

Teacher perception of problems by system locale

31% 17% 23% 40% 24% 63% 21% 77% 61% 77% 53% 70% 73% 23% 16% 19% 39% 30% 61% 42% 67% 57% 66% 55% 66% 72% 16% 16% 16% 29% 33% 38% 42% 51% 52% 56% 56% 57% 63%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Student class cutting Teacher absenteeism Students dropping out Poor student health Turnover in school leadership Student tardiness Teacher turnover Student absenteeism Student apathy Poverty Teacher burnout Lack of parental involvement Students come to school unprepared

Percentage of teachers reporting that the following are moderate or serious problems at their school, by locale rural remote rural distant/fr non-rural

Teacher professional learning- recent experiences

Percentage and number of Montana teachers reporting “yes” they participated in 2017-18 School/district sponsored workshops on content or instruction 67% (n=1046) Informal support from peers 59% (n=921) Common planning time with other staff 54% (n=831) Workshops by regional curriculum consortia 35% (n=542) Montana Teacher Learning Hub courses 21% (n=326) Instructional coaching 17% (n=270) MBI Summer Institute 16% (n=243) Release time to observe other teachers 15% (n=241) MEA-MFT conference 8% (n=124) MCEL 3% (n=42) MCTM annual summit 1% (n=13)

Professional development wants/needs

Topic Areas Percentage of teachers reporting “yes” they want/need PD in the area to be more effective with their students Subject/content area 40% (n=598) Differentiating instruction 38% (n=569) Family and community engagement 33% (n=495) Integrating technology into instruction 32% (n=476) Closing achievement gaps 28% (n=421) Special education- students with disabilities 28% (n=415) Classroom management 27% (n=409) Student assessment 26% (n=389) Reading strategies 24% (n=367) Methods of teaching 20% (n=301) Special education- Gifted and talented 17% (n=260) Culturally responsive teaching 16% (n=237) Challenges of multi-grade classrooms 12% (n=180) Meeting the needs of English learners 9% (n=130)

Recruitment and hiring

Teacher and administrator perspectives

Applying for first teaching job: most important factors teachers considered by locale of current job

Percentage indicating the following factors as most important Montana locale

Rural-remote Rural distant/ Fringe Non- rural

Salary

51% 61% 62%

Loan forgiveness

30% 27% 25%

Location: Close to where I grew up

21% 22% 34%

Signing bonus

22% 16% 14%

Location: Close to where I went to school

12% 13% 24%

Accepting current position: Top 3 factors considered by locale

• f current position
• Rural remote:

1. Close to where I live 2. Match with grade- level/subject preference 3. Class size 4. Close to where I grew up 5. Salary 6. Partner preference 7. School reputation 8. Benefits

• Non-rural

1. Close to where I live 2. Salary 3. Match with grade- level/subject preference 4. Close to where I grew up 5. Benefits 6. School reputation 7. Student teaching loc. 8. Partner preference

• Rural distant/fringe:

1. Close to where I live 2. Match with grade-level subject preference 3. Class size 4. Close to where I grew up 5. School reputation 6. Salary 7. Partner preference 8. Student teaching location

Superintendent report of difficulty filling endorsement areas, by locale

25% 23% 11% 9% 14% 23% 30% 41% 23% 30% 23% 84% 23% 33% 17% 7% 3% 10% 7% 53% 27% 17% 23% 67% 21% 21% 21% 21% 24% 24% 25% 38% 40% 43% 46% 48% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Endorsement areas with 20% or more superintendents reporting difficulty filling

Percentage of superintendents reporting having difficulty filling the following endorsement areas (yes/no) by locale

non-rural rural distant/fringe rural-remote

Principals’ role in recruiting and hiring staff

3% 11% 8% 13% 18% 15% 17% 7.55% 23.58% 14% 18% 22% 22% 22% 23% 29% 53% 83% 72% 52% 36% 32% 32%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

Assistant principals School specialists Teachers Teaching assistants/paras Administrative staff Buildings/facilities staff Athletic staff Substitute teachers Percentage of principals reporting little, some or substantial role in hiring

Little Some Substantial

Superintendents’ role in recruiting and hiring staff

22% 22% 20% 51% 42% 70% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School specialists Athletic staff Teachers

Percentage of superintendents reporting having some or substantial role in hiring

Some Substantial

Barriers to hiring – superintendent perspectives by system locale

17% 29% 24% 24% 24% 29% 8% 25% 20% 14% 21% 15% 75% 46% 56% 62% 55% 56% 25% 36% 41% 43% 46% 46%

0% 10% 20% 30% 40% 50% 60% 70% 80% Locaton of our district Sufficient funding to hire Availability of housing Having sufficient applicants Sufficient funding to offer competitive salary Finding teachers with right endorsements

Percentage of superintendents reporting the following as large barriers to hiring (vs. moderate, small, not a barrier) by locale

non-rural rural distant/fringe rural-remote all

Superintendent perspectives on barriers to hiring by school classification

9% 14% 16% 25% 25% 27% 50% 44% 48% 46% 50% 37% 23% 24% 22% 10% 14% 15% 14% 15% 13% 15% 11% 15% 5% 3% 2% 3% 0% 6%

0% 10% 20% 30% 40% 50% 60%

Sufficient funding to hire Sufficient funding to offer competitive salary Locaton of our district Having sufficient applicants Finding teachers with right endorsements Availability of housing

Percentage of superintendents reporting the following as large barriers to hiring by school class

IE C B A AA

Perceptions about whether the recruitment challenge has improved over the past 5 years

Non-rural Rural-remote

Much better 0% A little better 6% About the same 35% Much worse 53% No opinon 6%

Percentage of superintendents reporting the challenge is

Much better 0% A little better 3% About the same 19% Much worse 67% No opinon 11%

Percentage of superintendents reporting the challenge is

Perceptions about the recruitment challenge getting worse in the last 5 years

58% 60% 80% 86% 42% 67% 53% 71% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% AA A B C IE non-rural rural distant/fringe rural-remote

Percentage of superintendents who indicated the challenge of recruiting teachers has become a little worse or much worse in the last 5 years, by classification and locale

54% 8% 31% 54% 8% 15% 38% 8% 31% 38% 46% 6% 33% 59% 6% 58% 60% 29% 32% 39%

0% 10% 20% 30% 40% 50% 60% 70%

Participate in in-state job fairs Participate in out-of-state job fairs Visit colleges/universities to recruit candidates Solicit referrals from local schools of education Solicit referrals from institutions/organizations that serve… Solicit referrals from other districts Solicit referrals from personal networks Identify retired teacher to return to teaching Identify substitute teachers to become full-time teachers Identify paraprofessionsals to become certified teachers Recruitment Strategies Reported by Superintendents by whether the district has a Human Resources (HR) department No HR (126 districts) HR (13 districts)

Superintendent reported recruitment strategies

Recruitment/marketing strategies important to teachers

53% 24% 15% 32% 29% 13% 24% 74% 75% 24% 30% 66% 29% 11% 30% 35% 16% 26% 69% 73% 30% 36% 70% 23% 17% 44% 33% 22% 30% 78% 72% 27% 39% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% OPI website Montana teacher Out of state job fairs Montana job fairs Newspaper/magazines Brochures/flyers Social media Info/encouragement from friends Info/encouragement from teachers/admins Promotional materials/advertising College career office Percentage reporting strategy was somewhat or very important in deciding to apply for current job, by locale of current system Rural remote Rural distant/fringe Non-rural

Recruitment incentives

0% 3% 20% 11% 29% 50% 57% 2% 17% 18% 22% 25% 33% 51%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Finder's fee to existing staff for new principal referrals Structured opportunities for introducing new principals to the community Stipends for participating in professional development Housing assistance Opportunities to move up career ladder Higher salary than other districts Formal induction/mentoring

Percentage of administrators reporting use of the following strategies to recruit teachers

Superintendents (126 districts) Principals (76 districts)

Teacher participation in loan forgiveness program

5% 4% 9% 0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10% Non-Rural Rural Distant Rural Remote

Percentage of teachers reporting that they participated in the Montana Teacher Loan Forgiveness program

Superintendents reporting having a “grow your own” program

5% 14% 21% 34% 26%

0% 5% 10% 15% 20% 25% 30% 35% 40% AA A B C IE

Superintendents who agree or strongly agree with the statement, “my district has a grow your own program” by school classification

AA A B C IE

Strategies used to fill vacancies, by locale

44% 43% 56% 29% 6% 17% 9% 14% 50% 40% 35% 57% 13% 23% 27% 55%

0% 10% 20% 30% 40% 50% 60%

Hire short-term substitutes Increase class sizes Hire long-term substitutes Assign not fully credentialed teachers Strategies reported by superintendents for addressing vacant positions (percentage reporting yes they have used this strategy) non-rural rural distant/fringe rural-remote all

Superintendent perspectives on working conditions, by locale

Percentage somewhat or strongly agreeing Non-rural Rural distant/ Fringe Rural- remote All I often feel lonely and isolated 33% 37% 43% 39% Politics and controversy make being a superintendent in this district difficult 61% 56% 59% 59% I receive the support I need from my staff to lead this district successfully 93% 81% 93% 91%

Overall satisfaction of Montana educators by role

• Superintendents: 92%
• Principals: 95%
• Teachers: 84%