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.
Thirty-four teacher trainers provided guidance to newly hired AISD teachers in August 2011. When surveyed, most trainers responded that the information and support they received were of high quality and that they felt prepared.
The AISD REACH campus reports provide REACH campuses with information regarding key program indicators for their schools. To learn more, select a campus report.
Professional Development Units (PDUs) are an optional component of the REACH program. The following report summarizes the effects of PDU participation on instructional practice and student growth.
Results from the 2011-12 pilot teacher appraisal system suggest peer, administrator, and student feedback are valuable tools that can be used with Student Learning Objectives and value-added data to provide a holistic evaluation of teachers in AISD.
Most teachers attending the August 2011 new teacher training responded positively to survey questions about their district and campus orientation activities. Teachers also suggested topics for future training sessions.
Teachers, principals, and observers had favorable attitudes toward the peer observation program in 2011-2012. Announced and unannounced observation ratings were moderately consistent, but were only slightly related to administrator ratings on PDAS.
This report summarizes select results for items pertaining to Professional Learning Communities (PLCs), teacher collaboration, instructional practice, and teacher planning from the 2010-2011 and 2011-2012 Teaching, Empowering, Leading and Learning (Tell) AISD Working Conditions and the 2011-2012 Employee Coordinated (ECS) surveys.
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.