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).
Sustaining a System for High-Quality Teachers, Report 1: Key Characteristics of Austin Independent School District Teacher Leavers and Transfers
This report describes how many teachers transferred or changed jobs in AISD, remained at their schools, or left the school district after the 2013–2014 school year, along with characteristics of teachers in each group.
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.
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.
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.
This report summarizes survey results from newly hired teachers who participated in an August 2012 orientation and training duriprior to the start of school. Of survey respondents, most found orientation welcoming and useful. When asked about additional training they would like to receive, most wanted content-area instructional strategies, instructional technology, and using student data to plan instruction.
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.
This report summarizes the results of the 2013-2014 teacher appraisal and related survey items with emphasis on areas of need for additional professional development.
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.
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.