Malcolm Baldrige National Quality Award

1
An Introduction to the
North Carolina Teacher Working
Conditions Survey
2
How the Teacher Working Conditions Survey Should
be Used

• Data from the TWC survey should
• be used to start broader conversations regarding
  your schools climate, culture, and conditions
  with regard to student learning and teacher
  retention
• be considered a snapshot in time of faculty
  perceptions
• be considered an accurate representation of
  faculty perceptions within schools
• provide a broad understanding of the complexity
  of working conditions its more than just money
  and facilities
• inform school and district decision-making
• be reviewed and monitored regularly to check for
  progress or new gaps
• help drive policy decisions

3
How the Teacher Working Conditions Survey Should
Not be Used

• The TWC survey and its data is not
• an opportunity for teachers to vent
• a magic-bullet for curing what ails a school
• a permanent or static descriptor of a school or
  its working conditions
• an accountability tool to measure principal
  performance personnel decisions are not made
  based on TWC data
• a tool to judge any schools effectiveness
• a one-shot conversation that should sit on a
  shelf
• meant to be considered by itself with regard to
  policy decisions this is merely a tool that
  should be considered along with a number of other
  factors

4
How the State Uses TWC Data

• Foundation for state comparisons
• Shapes NC education policy
• TWC survey helped to improve alignment of
• 21st Century Professional Teaching Standards
• National Board of Professional Teaching Standards
• NC teacher evaluation instrument currently being
  piloted in I-SS (will go district-wide in
  2008-09)
• NC principal standards evaluation instrument
  currently being piloted in I-SS (will go
  state-wide in 2008-09)

5
How I-SS Uses TWC Data

• Shapes district policy and reform efforts
• High Yield Instructional Strategies
• Professional Development/TNL
• PLCs
• Teacher of the Year forum uses data to identify
  broad, district-wide issues and to recommend
  changes
• Schools own the data
• Individual school data drives improvements
  included in the School Improvement Plan
• Schools work to improve their own gap areas
  identified in the TWC data

6
The Five Domains of the TWC Survey
Leadership
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The Five Domains of the TWC Survey
Time
8
The Five Domains of the TWC Survey
Empowerment
9
The Five Domains of the TWC Survey
Professional Development
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The Five Domains of the TWC Survey
Facilities Resources
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Major Findings from the TWC Data

• The composite score remained the same for 2004
  and 2006 (3.46)
• I-SS was below state and national averages in
  time and professional development
• I-SS was at or above the state and nation in
  facilities resources, empowerment, and
  leadership

12
How Time and Professional Development are
Addressed in I-SS

• Collaborative meeting/planning
• Planning during non-instructional time
• Goal team planning
• PLCs
• Duty-free lunches
• True North Logic
• School Improvement Plans include strategies for
  improving time and professional development
  domains
• Teachers plan when PDSAs are created with students

13
Goals for 2008 TWC Survey

• 100 participation
• 40 participation is required of all schools for
  the school to receive data
• 2006- I-SS had 85 participation
• State participation in 2006 was 66
• Improvements in all areas, particularly time
  and professional development

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