To gain the perspective of educators within our professional learning networks (PLN), we created and shared a survey with K-12 educators to solicit anonymous feedback on the proposed solution for Rethinking the Role of Educators. The survey included 14 questions regarding their experience and practice ranging from: 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Somewhat Agree, 5 = Agree, and 6 = Strongly Agree. One open-ended response was optional regarding any additional remarks.
Data collected from the survey provided objective information on the responsibilities and expectation of teachers, instructional approach to student-centered learning, and familiarity of the Technological Pedagogical and Content Knowledge Framework (TPACK).
188 respondents are educators who teach grades K-12 in the following states:
New Jersey 29.3%
Of the Florida respondents, 12 teachers at a small private K-8 school near Sarasota responded to the survey. There are 66 classroom teachers at the school. The sample represents 18% of their teaching staff.
Of the Illinois respondents, 50 teachers at a large, suburban Chicago high school (2,800 students) responded to the survey. There are 182 classroom teachers at the school, so this sample represents 27.4% of their teaching staff.
Of the Michigan respondents, 26 teachers at a 650 K-8 school in Ann Arbor, responded to the survey. There are 45 classroom and specialist teachers at this school, so this sample size represents 57.7% of their teaching staff.
Of the New Jersey respondents, 55 teachers at a suburban middle school in Morris County, New Jersey (900 students) responded to the survey. There are 100 classroom teachers at the school, so this sample represents 55% of their teaching staff.
Of the Texas respondents, 18 at a suburban Dallas middle school (1,400 students) and seven at a suburban Dallas elementary school (500 students) responded to the survey. At the middle school, there are 53 classroom teachers, and at the elementary school, there are 28 classroom teachers. The samples represents 33.9% and 25% of their teaching staff, respectively.
The majority of respondents at 28.2% surveyed, have 11-15 years of service in education.
- 21.8% with 16-20 years
- 19.1% with 6-10 years
- 17.6% with 21+ years
- 13.3% with 1-5 years
The majority of surveyed educators agree (37.2%) or strongly agree (50.5%) the responsibilities and expectations of teachers are constantly changing. 10.1% somewhat agree, 1.6% somewhat disagree and 0.5% disagree.
Most of the educators agree their students receive a balance of teacher-led and student-centered learning at 41.5% with 25.5% who strongly agree and 20.5% who somewhat agree. 9% of surveyed educators somewhat disagree, 2.7% disagree, and 1.1% strongly disagree.
Of the respondents, majority agree that they are comfortable designing and facilitating student-centered learning experiences at 38.3%. Closely following, 37.2% strongly agree they are comfortable in the design and facilitation of student-centered learning. 17.6% agree, 6.4% somewhat disagree and 0.5% disagree.
44.1% of educators agree they implement higher level thinking skill activities. 38.8% strongly agree, 14.9% somewhat agree, 1.6% somewhat disagree, and 0.5% disagree.
More than half (57.4%) of all surveyed educators strongly agree they are motivated to continuously enhance their teaching practices. 25.5% agree, 12,8% somewhat agree, 3.2% somewhat disagree, 0.5% disagree and strongly disagree.
Most of the surveyed participants (43.6%) strongly agree that they have experience in some form of coaching, while 23.4% strongly disagree. The remaining data is as follows: 15.4% agree, 9% somewhat agree, 4.8% disagree, and 3.7% somewhat disagree.
37.2% of respondents agree, 25.5% strongly agree, and 25% somewhat agree they use coaching/leadership strategies to encourage resiliency in struggling learners.
A combined total of 81.4% of educators somewhat agree, agree and strongly agree that teachers should be trained to have a coach's mindset.
Majority of surveyed educators strongly agree (37.2%) teachers should be trained with a facilitator's mindset. 31.4% agree, 23.4 somewhat agree, 6.4% somewhat disagree, 1.1% disagree and 0.5% strongly disagree.
At 28.7%, most respondents somewhat agree having an instructional coach in their classroom would improve student achievement. 25% agree, 18.6% strongly agree and somewhat disagree, 8% disagree and 1.1% strongly disagree with having an instructional coach in the classroom would improve student achievement.
28.2% of educators agree they received sufficient and ongoing professional development on how to implement student-centered learning. 23.9% somewhat agree and 21.3% somewhat disagree. 13.3% of educators strongly agree, and 8.5% and 4.8% disagree and strongly disagree.
Majority of the respondents, with a combined total 89.9% disagree that they are familiar with the TPACK model, and it influences their teaching practice.
29.3% of respondents somewhat agree their current teacher evaluation model assesses implementation of student-centered activities, 23.9% agree, 13.8% strongly agree, 12.2% somewhat disagree, 10.6% disagree, and 10.1% strongly disagree.
At a combined 71.3%, majority of the surveyed educators somewhat agree, agree and strongly agree having a technology integration specialist in their classroom would help them implement student-centered activities.
*Chart summaries were written by Khadijah Gordy.