To support conversations and school improvement plans around the North Carolina Teacher Working Conditions Survey results, a variety of tools and guides have been developed and are accessible from this webpage. The Data Use Guide document helps ensure proper use of the North Carolina Teacher Working Conditions Survey results.
The facilitator's guide provides a carefully scripted method for examining your school's Survey results. It was designed to support facilitators at the school level prepare for leading professional development on working conditions without having to develop a training from scratch. The guide is designed to be used with the facilitator's presentation.
This presentation walks through a method for narrowing the focus of the survey data. It provides a brief overview of the 2012 district findings along with a comparison of 2010 data. The presentation tools include carefully described steps for utilizing accompanying handouts and worksheets, as well as a scripted process for engaging in reflective analysis of specific survey questions.
This link provides the materials that accompany the Facilitator's Presentation. The packet includes goals and objectives along with scripted discussion points around the drill down process. Examples are included for clarity. The What's Working and What's Ideal worksheets can be downloaded separately.
This link provides the outline agenda for the Facilitator's Presentation.
Blank versions of the tools used in the Facilitator's Presenation and Handouts links can be found here. These versions were designed to accelerate the drill down process and keep the focus on the survey results and reflective process. These tools can be used in concert with the NC Teacher Working Conditions Facilitator's Addendum. The handouts describe the activities and the worksheets provide a framework to engage in the activities efficiently.
This particular set of tools is designed to help a participant move deeper into the survey data. Once a particular construct has been chosen (Time, Facilities and Resources, Community Support and Involvement, Managing Student Conduct, Teacher Leadership, School Leadership, Professional Development, or Instructional Practices and Support), participants can utilize these tools to think through individual survey items that fit within each of the constructs. Working through these tools, participants can further refine their thinking down to an individual item for closer examination and discussion.
In collaborative settings finding a common starting point can be challenging. To assist with this process, a series of discussion prompts were created for each of the survey questions to provide participants with a starting point to begin productive conversations. The prompts are designed to target conversations around the specific item of focus and to encourage critical thinking about the factors influencing that condition across the school. These tools are to be used following the construct item worksheets once specific survey items have been identified. Individual Item Prompts have been created for items in each of the eight constructs.
Time: Available time to plan, collaborate and provide instruction and barriers to maximizing time during the school day.
Facilities and Resources: Availability of instructional, technology, office, communication,
Community Support and Involvement: Community and parent/guardian communication and influence in the school.
Managing Student Conduct: Policies and practices to address student conduct issues and ensure a safe school environment.
Teacher Leadership: Teacher involvement in decisions that impact classroom and school practices.
School Leadership: The ability of school leadership to create trusting, supportive environments and address teacher concerns.
Professional Development: Availability and quality of learning opportunities for educators to enhance their teaching.
Instructional Practices and Support: Data and supports available to teachers to improve instruction and student learning.