TEACHER’S SURVEY DETYA logo about Support Programs for Beginning Teachers Instructions: Use a blue/black biro or 2B pencil Do not use red pen or felt tip pen Erase mistakes fully Make no stray marks Please MARK LIKE THIS BACKGROUND INFORMATION 1. Your background: 3. Gender: Prior to commencing at the school, were you asked about your class teaching preferences? Male Female Yes Age: 20 - 24 25 - 29 No To what extent are/were you teaching in the areas for which you trained at university? 30 - 39 Over 40 Is this your: First year of teaching? Second year of teaching? Temporary Permanent Full time Part time 4. What was the total length of your pre-service teacher preparation course? 1 yr 2 yrs 3 yrs 4 yrs 5 yrs What is the name of your teaching qualification, and the university where you completed your preservice training? ………………………………………………………………………………… Teaching hours? Range of subjects or levels? Class size(s)? Non-teaching duties? Other? (please list) ………………………………………………………………………………… Are/were you on probation in your first year? Yes No Entirely Mostly Partly Not at all Compared to more experienced teachers in the school, were you given any reductions in: Type of employment in first year of teaching: 2. Your first year teaching assignment: Participation in support programs for beginning teachers: Have you participated in beginning teacher support programs organised by: Your system? Your district? Other organisations (eg professional associations)? ………………………………………………………………………………… Does the school have an organised program of support for beginning teachers? Background information about the school: Yes Sector: If yes, is participation in the program: Government Catholic Independent Type of school: Size of school: Primary Secondary K/P/R -12 Special Less than 5 staff 6-10 staff 11-20 staff 21-30 staff 31-50 staff More than 50 staff Location of school: Capital city Regional city (pop. more than 25,000) Regional town (pop. 1000-25,000) Other country area No Compulsory? Voluntary? If no, do you think the school should have an organised program of support for beginning teachers? Yes No ORIENTATION 5. Teacher grievance procedures Administrative procedures Listed below are strategies which may be used as part of orientation programs for newly appointed teachers. School decision-making processes School committees and how you can be involved Information about the union and/or professional associations Role of parent groups a) Please mark any strategies you experienced. b) How beneficial do you think the listed strategies would be for orientation of newly appointed teachers? Please rank all items from 1-5, where 1 = most beneficial. Note: no more than 4 items should receive the same rating. Orientation Strategies Strategies experienced Letter of welcome Telephone contact from the school Pre-commencement visit(s) Meeting(s) with principal/senior staff Initial support person identified Orientation booklet/ resource package School website address Organised social function(s) to meet the staff Seminars/meetings organised by district office Meetings with beginning teachers from other schools Contact details (eg email addresses) of beginning teachers in other schools Other (please list) The school curriculum Availability of curriculum materials and teaching resources Library facilities Most Least << Benefit >> How to access school facilities and equipment (eg photocopying) Availability of computers, Internet and email External specialist services available to the school (eg guidance services) Roles of senior staff Availability of support and specialist staff Expectations about your teaching role and responsibilities Teachers’ rights and legal obligations Expectations about extracurricular duties Conditions of employment (eg salary details) Advice/support regarding accommodation Information about support programs available to beginning teachers Information about procedures for probation and/or registration Other (please list) ………………………………………………………………………………… 6. Listed below is information that may be provided for orientation of newly appointed teachers. a) Please mark any information that was provided to you in a formal, deliberate way (eg in writing, through a meeting, or from a staff member specifically assigned to assist you). Do not mark items that you learned about informally. b) How important do you think it is that newly appointed teachers receive the information listed? Please rank all items from 1-5, where 1 = most important. Note: no more than 9 items should receive the same rating.. Information at orientation Information provided The role of district office The school’s philosophy/ mission Profile of the school community Social/cultural background of students School rules and policies Policies about EEO and harassment ………………………………………………………………………………… 7. Were you generally satisfied with the orientation program provided for your initial appointment? Yes 8. No What were the two most valuable aspects of the orientation program? ………………………………………………………………………………… Most Least << Important >> ………………………………………………………………………………… ………………………………………………………………………………… 9. What were the two least valuable aspects of the orientation program? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… SUPPORTING BEGINNING TEACHERS: STRATEGIES AND ISSUES 10. Listed below are strategies that may be used to support beginning teachers a) during the first few weeks of teaching b) throughout their first year (following the initial weeks). For both phases: Please mark the kinds of support you received. How beneficial do you think the listed strategies would be for beginning teachers? Please rank all items from 1-5, where 1 = most beneficial. Note: no more than 6 items should receive the same rating. Support strategies Seminars / meetings organised by district office Meetings with principal or deputy Meetings with senior members of staff (eg year level coordinator) Peer support group meetings Meetings with appointed mentor Meetings with other beginning teachers Contact (eg email) with beginning teachers in other schools Attending professional conferences Other staff observing you teach, and providing feedback Observing other teachers’ lessons Team teaching Cooperative planning with a team of teachers Visits to other schools Handbook for new teachers List of Internet resources for beginning teachers Curriculum resources Access to confidential counselling Reduced teaching load Other (please list) First few weeks Throughout first year Support received Support received Most Least << Benefit >> Most Least << Benefit >> …………………………………………………………………………………………………………… 11. Below is a list of issues which may be emphasised in support programs for beginning teachers a) during the first few weeks of teaching. b) throughout their first year (following the initial weeks). For both phases: Please mark any areas in which you were given support. How important do you think it is that beginning teachers receive support in these areas? Please rank all items from 1-5, where 1 = most important. Note: no more than 6 items should receive the same rating. Support Issues Organising student learning Catering for students with a range of learning needs Student motivation Managing student behaviour Inclusion of students with a disability Effective teaching and learning strategies Teaching strategies for particular content areas Using computers as tools for teaching and learning Developing sequenced learning programs Lesson planning First few weeks Throughout first year Support received Support received Most Least << Important >> Most Least << Important >> Program evaluation Student assessment Record keeping Report writing Communicating with parents Handling administrative responsibilities Extra-curricular duties Other (please list) …………………………………………………………………………………………………………… OVERVIEW: THE FIRST FEW WEEKS OF TEACHING OVERVIEW: THE FIRST YEAR OF TEACHING 12. In general, how satisfied were you with your first few weeks of teaching? 17. During their first year, beginning teachers deal with a range of personal issues. Some of these are listed below. Very satisfied Satisfied Dissatisfied Very dissatisfied 13. Please comment on any issues that arose for you. ………………………………………………………………………………… a) Please mark any areas in which your school or district provides assistance. b) How important do you think it is that beginning teachers are offered support in these areas? Please rank all items from 1-5, where 1 = most important. Note: no more than 3 items should receive the same rating. Support Issues ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 14. To what extent did the school/district’s support program for beginning teachers assist you during the first few weeks? To a great extent To a reasonable extent To a limited extent Not at all 15. What were the two most valuable forms of support you received during the first few weeks? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 16. What were the two least valuable forms of support you received during the first few weeks? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Managing stress Time management Professional self-confidence Acceptance by other staff Acceptance by students Acceptance by parents ‘Fitting in’ with the school’s culture Other (please list) Support available Most Least << Important >> ………………………………………………………………………………… 18. During your first year, to what extent have you developed a positive image of yourself as a competent professional? Very positive Reasonably positive Not very positive Not at all positive 19. To what extent has the school’s support program for beginning teachers helped your self image as a professional? To a great extent To a reasonable extent To a limited extent Not at all 20. To what extent has the support offered by the school during your first year been specifically tailored to your individual needs? To a great extent To a reasonable extent To a limited extent Not at all 21. Do/did you have a documented professional learning plan for your first year of teaching? Yes No 22. As well as participating in support programs, most beginning teachers are reviewed during their first year for purposes of probation and/or registration. In your experience, which of the following phrases best describes the relationship between the processes of assessment and assistance: Not applicable to my situation Completely separate Integrated and mutually supportive Integrated but conflicting Other (please list): ………………………………………………………………………………… 23. In general, how satisfied are/were you with your first year of teaching? PRE-SERVICE TRAINING 28. In general, how well did your pre-service teacher education course prepare you for the first year of teaching? Very well Well Adequately Not very well Poorly 29. How effectively did your teacher education course prepare you in the following areas? Please rank all items from 1-5, where 1 = most effective. Most Least << Effective >> Organising student learning Catering for students with a range of learning needs Student motivation Managing student behaviour Very satisfied Satisfied Dissatisfied Very dissatisfied ………………………………………………………………………………… Inclusion of students with a disability Effective teaching and learning strategies Teaching strategies for particular content areas Using computers as tools for teaching and learning Developing sequenced learning programs Lesson planning ………………………………………………………………………………… Program evaluation 24. Please comment on any issues that arose for you. ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 25. To what extent has the school/district’s support program for beginning teachers assisted you during your first year? To a great extent To a reasonable extent To a limited extent Not at all Student assessment Record keeping Report writing Communicating with parents Handling administrative responsibilities Extra-curricular duties Other (please list) 26. What are/were the two most valuable forms of support received during your first year? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 27. What are/were the two least valuable forms of support received during your first year? ………………………………………………………………………………… 30. Did your Education faculty contact you during your first year of teaching? Yes No 31. Do you think university Education faculties should play a continuing role in supporting beginning teachers during the first year of teaching? Yes No ………………………………………………………………………………… 32. If you answered ‘yes’, what kinds of support should they provide? Please list. ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… THANK YOU FOR COMPLETING THIS SURVEY