Publications
Sustaining a System for High-Quality Teachers, Report 2: Market Opportunities and Typical Wages for Austin Independent School District Teachers and Leavers
This report includes two studies that describe the local context for teacher employment decisions. The first examines the local labor market, and the second examines employment for teachers who left Austin Independent School District (AISD).
Mentoring Practice and Novice Teacher Outcomes
This project combines qualitative and quantitative data to provide a comprehensive examination of mentoring practice in an attempt to understand the ways in which mentoring leads to positive outcomes for beginning teachers and their students.
Professional Development Activities Needs Assessment 2015-2016
AISD teacher appraisal results from 2014-2015 were used to identify areas of need for professional development in 2015–2016. Results from the Professional Development and Appraisal System and Professional Pathways for Teachers (PPfT) were included.
Austin Independent School District Teacher Retention Report II: Job Satisfaction, Attachment, and Turnover
The factors that best differentiated among 1,167 AISD teachers who left the district, transferred within the district, or remained on the same campus were attachment to teaching, attachment to school, and satisfaction with the work environment.
Austin Independent School District Human Resources Exit Survey: Summary of Results, 2014
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.
Educator Quality Research Series Issue 1: Measuring Teacher Effectiveness in AISD, 2008-2009
This report summarizes AISD teacher characteristics and research regarding which teacher and school factors differentiate effective AISD teachers from their less effective peers.
Student Course Feedback Pilot, 2011-2012: Administration and Instrumentation
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.