With the new school year kicking-off, we are winding down our summer blog series with two more entries before the Labor Day holiday next month. Previous posts can be accessed at our main site. This blog serves as a book-end to the previous post related to teacher candidates’ and new teachers’ evaluation of their perceived readiness for success as a first-year teacher. The New Teacher Survey Data presented below has domains that are also aligned with the results of the TEA Principal Survey of New Teachers that were presented last month. In the “So What?” section at the end of this blog, we briefly compare the average ratings between these two survey instruments.
The New Teacher Survey is administered by the Texas Education Agency (TEA) at the end of the academic year for all first-year teachers who meet the appropriate criteria. The 49-question survey allows new teachers to evaluate the efficacy of their Educator Preparation Program (EPP) in preparing them for being a first-year teacher in six domains: Planning, Learning Environment, Instruction, Professional Practices and Responsibilities (PPR), Student’s with Disabilities, and English Language Learners (ELL). As in other blogs, we explore average ratings of items within survey domains while disaggregating the results by race/ethnicity and EPP type.
Survey Domain Ratings
Survey Domain Ratings by Ethnicity
NOTES: As a reminder, Traditional EPPs include all pathways to certification (traditional, alternative, and post-baccalaureate) that are offered by a college or university in Texas, while Alternative EPPs are “nontraditional routes to certification” that are not affiliated with a college or university that allow individuals with a bachelor’s degree to serve as teachers-of-record while completing teacher certification requirements in Texas. To provide more specific data, we are using box-and-whisker plots that show the distribution of responses aggregated at the EPP level. The size of the circles is related to the number of teacher candidates completing the Exit survey from each EPP. Hovering over the circles will produce a pop-up tooltip that provides additional EPP-level information.
The alignment between the New Teacher Survey and the Principal Survey of First-Year Teachers allows for comparisons to be made between the two survey instruments. The left-hand side of the bar chart below shows the same data as the first tab above for the new teacher survey results, with the right-hand side showing the average ratings across survey items on the principal survey. The average principal survey rating across all items is higher for new teachers from Traditional EPPs than from Alternative EPPs, which was a finding previously presented in last month’s blog. When comparing the differences between the new teacher and principal survey, we can see that principals rated first-year teachers from Traditional EPPs higher than the first-year teacher rated their EPP preparation. However, when comparing the Survey Item Average for Alternative EPPs, principals rated their first-year teachers lower than the new teachers rated their EPP preparation. When viewing the averages across all survey items, it is evident that both first-year teachers and the principals that evaluate them rated Traditional EPPs as having provided a better preparation for new teachers than Alternative EPPs.