As part of AISD's commitment to continually improve the employee experience, data about employees’ personal experiences, supports, and challenges were collected to gather information about their onboarding and early career experience. Insights from the survey results will be used to refine the district’s onboarding processes and improve supports for early career staff. Results suggested that all sites should have a formal onboarding process, ensure technology access is enable and provide more training on AISD systems, and providing each staff with a point of contact.
This report summarizes implementation of the goals and some of the programs managed by the Professional Learning (PL) Department in the 2020–2021 academic year. The PL Department offers a comprehensive and sustainable approach to improving staff’s effectiveness by ensuring that a variety of continuous and innovative PL opportunities, aligned to the district’s mission and strategic plan, is available to all staff in AISD. Staff typically responded positively to PL activities available through the department (e.g., program surveys), as well as available through the district (e.g., TELL Survey).
PPfT evolved in several distinct ways in 2020–2021. PPfT PL opportunities continued to expand as a new pathway, CPI, was launched. It was also the first year all teachers automatically participated in PPfT com-pensation. Revising the IP and PGR rubrics in collaboration with the PPfT oversight committee was also a major implementation goal achieved in 2020–2021. PPfT continues to work toward its goal of empowering and professionalizing teachers by offering more competitive salaries, more targeted PL opportunities that align with district initiatives, and more leadership opportunities.
The National Board for Professional Teaching Standards' NB certification process is rigorous professional development opportunity available to teachers, counselors, and librarians that involve intensive self-reflection of their teaching practices, based on nationally established standards. This report provides a summary of AISD's National Board Certified staff as of the 2020-2021 academic year.
The Professional Learning Department hosts an annual week-long orientation for various staff (e.g., teacher, elementary counselors, librarians) who are new to Austin Independent School District (AISD) as part of the Teacher Induction Program (TIP). This report summarizes survey results from staff who attended the Fall 2010 TIP orientation week.
The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT in 2019-2020 inclusive of participation in PPfT compensation and option PPfT professional learning opportunities.
This report explores novice teachers' experience in the Novice Teacher Mentoring Program component of the Teacher Induction Program in the 2019–2020 academic year. Results indicated that most novice teachers had a positive experience with their mentoring experience and received the support they needed regarding entering the teaching profession.
This report describes the results from the Student Teacher Survey and the Cooperating Teacher Survey. Findings indicated most student teachers had a positive experience in the Student Teaching Program. Additionally, most cooperating teachers would recommend their student teacher for employment suggesting the Student Teaching Program can serve as an effective teacher recruitment pipeline for AISD.
This report examines various outcomes regarding National Board (NB) Certified teachers and their students. The National Board for Professional Teaching Standards' NB certification process is rigorous professional development opportunity available to teachers, counselors, and librarians that involve intensive self-reflection of their teaching practices, based on nationally established standards. Obtaining certification indicates accomplished practice in teaching. Findings indicated that NB-certified teachers were more effective than similar non-NB-certified teachers.
This report answers questions about teacher and administrator perceptions of Professional Pathways for Teachers (PPfT) program implementation. PPfT is a multi-measure appraisal and compensation system designed to empower teachers and improve the quality of teaching in Austin Independent School District. PPfT is in its third year, and stakeholders were interested in, among other things, teachers' perceptions of new program components like professional learning opportunities and compensation. Perceptions of teachers and administrators are a valuable part of the implementation process.