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.
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.
A thorough analysis of the survey results for 2013 through 2015 indicated two items consistently best reflected staff climate/working conditions at every school level each year: a) School leadership makes a sustained effort to address teacher concerns about school leadership, and b) Overall, my school is a good place to work and learn.
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.
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.
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.
Results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey.
This report summarizes the results from new teacher surveys conducted in AISD during the spring of 2007. New teachers were asked about activities and support provided by their mentor teachers, their level of implementation of instructional practices, and their professional development needs.