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.
Student Learning Objectives: Analysis of Student Growth in 2013-2014 by Type and Source of Assessment
This report examines the practical implications of student learning objective (SLO) assessment decisions for teacher appraisal. We present student-level growth data from SLO assessments administered in 2013–2014. Growth data are compared according to type (i.e., multiple-choice or rubric/performance-based) and source (i.e., common or teacher-created) of assessment.
Austin Independent School District (AISD) Pilot Teacher Appraisal System Update: 2012-2013 Focus Group and Survey Summary
This report summarizes data gathered from focus groups and a survey designed to assess teachers’ experiences with AISD's pilot teacher appraisal system. Additional data are included regarding the timing of administrators’ classroom observations.
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.
In 2012-13, 87% of educators at 38 REACH schools earned a stipend for meeting at least one Student Learning Objective (SLO) designed to address students’ needs. Relationships between SLOs, instructional practices, and student outcomes are described.
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.
Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.
A total of 620 staff from all 38 REACH schools responded to the Spring survey and 149 staff at the 18 newest REACH schools attended focus groups to provide their thoughts about specific aspects of AISD REACH. Results are summarized in this report.
Professional Development Units (PDUs) were new to the REACH program in 2010-2011. This report summarizes participants' experiences with PDUs and the influence of PDUs on student performance on TAKS and Student Learning Objectives.
AISD REACH supports educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes since 2007-08.