This report summarizes 2008-2009 program evaluation results for the high school professional learning communities initiative.
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.
Question: What are the professional development needs of Austin Independent School District's (AISD) teachers and campus administrators?
A survey given to teachers and campus administrators in spring 2009 showed several commonly requested training topics.
The AISD level reports highlight analyses results and strategies that address the interactions among factors influencing student performance. The 2008-2009 MS level report presents results critical to student achievement at the middle school level.
The AISD level reports highlight analyses, results, and strategies that address the interactions among factors influencing student performance. The 2008-2009 ES level report presents results critical to student achievement at the elementary level.
AISD allocated Title I, Part A funds to 68 school-wide campuses (52 elementary, 11 middle, and 5 high schools) where the percentages of low-income children ranged from 45% to 99%. Other funds were allocated to provide services district wide to students, staff, and families. For more information on Title I compliance, read the full report.
Educator Quality Research Series Issue 3: Traditional and Alternatively Certified Novice Teacher Effectiveness in AISD, 2008-2009
This report describes the results of analyses comparing TAKS performance of novice (teachers with 1-3 years of teaching experience) alternatively certified teachers with novice teachers who were traditionally certified. Click here for more!
This report summarizes AISD teacher characteristics and research regarding which teacher and school factors differentiate effective AISD teachers from their less effective peers.
The present report documents the pilot’s influence on teachers’ job satisfaction; attachment to the teaching profession, their school, and the district; data use practices; teaching efficacy; collegial experiences; and requests for transfer.
The 2008-2009 school year marked the second year of the 4-year pilot of the AISD REACH program. The following report is the second in a series of reports documenting the progress of AISD REACH toward key program goals.