Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.
Creative instruction across the curriculum is a critical pillar of the Creative Learning Initiative (CLI). This report, the second in a series of three on CLI, shares teacher’s reactions to training in Creative Teaching, how and why they use it in the classroom, and how that usage relates to student outcomes. To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select “Creative Teaching.”
Educator Excellence Innovation Program (EEIP), Multi-Year Summary of Implementation, 2014–2015 through 2017–2018
EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program.
This report summarizes Austin ISD elementary dual language teachers' Spring 2016 survey results. Teachers were asked about different aspects of the district's dual language models, instructional practices, and support.
This report summaries the Professional Pathways for Teachers (PPfT) appraisal scores and teachers perceptions of the appraisal system. The PPfT appraisal system was developed and refined during the 2014-2015 and 2015-2016 school years. The 2016-2017 school the appraisal system was implemented district-wide. The 2016-2017 appraisal scores will serve as a baseline for all future evaluation activities.
Single gender schools are rapidly growing in the United States. Understanding the rationale behind these models and identifying best practices is a necessity. The following report presents research-based and hands-on strategies in all-boys settings.
Telecommuting is currently used in many industries and is celebrated for fostering job satisfaction and increased productivity. However, telecommuting is not widely practiced in K-12 environments. Two departments in AISD implemented pilot telecommuting programs. This report presents survey results from these pilot implementation models and summarizes the lessons learned to better understand the challenges and best practices of implementation.
Using qualitative analyses of teachers’ open-ended responses, this report describes teachers’ perceptions of positive changes on campuses because of social and emotional learning (SEL) and recommendations for the future of SEL at AISD.
This report summarizes a focus group conducted with 6th grade students at Martin Middle School who participated in the Restorative Practice Program in 2014-2015.
This report summarizes dual language teachers’ feedback that was collected individually or during focus groups in the fall and winter of 2016-2017. Teachers gave their opinions about program components and suggestions for how to improve the program.