Telecommuting is currently used in many industries and is celebrated for fostering job satisfaction and increased productivity. However, telecommuting is not widely practiced in K-12 environments. Two departments in AISD implemented pilot telecommuting programs. This report presents survey results from these pilot implementation models and summarizes the lessons learned to better understand the challenges and best practices of implementation.
In 2013, the Austin Independent School District began administering a voluntary online exit survey to all professional and administrative employees leaving the district. Responses and respondent characteristics are described.
Evidence from this Spring 2012 pilot suggests feedback about teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.
Based on spring 2012 survey results, teachers' most commonly mentioned professional development need was using technology in instruction, while campus administrators' most commonly mentioned topic was academic rigor.
Since 2004, AISD has conducted an annual survey to monitor campus staff’s perceptions of their school environment.The survey measures elements of teaching and learning conditions most critical to school success.
Most teachers attending the August 2011 new teacher training responded positively to survey questions about their district and campus orientation activities. Teachers also suggested topics for future training sessions.
Thirty-four teacher trainers provided guidance to newly hired AISD teachers in August 2011. When surveyed, most trainers responded that the information and support they received were of high quality and that they felt prepared.
In a Spring 2011 survey about professional development opportunity needs, teachers and campus administrators most often requested training in the state’s new academic assessment and using technology. For more information, read the full report.
A Spring 2010 survey of teachers and campus administrators showed that staff most often requested additional training in integrating technology into instruction, rigor in the curriculum, and differentiated instruction.
Results from a November 2009 survey of new teachers 3 months after they had completed new teacher training showed that most teachers felt the training had been beneficial. Teachers also reported areas in which they wanted more training.