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Pan-Canadian Teacher Induction Survey
Methodology
• Data Cleaning
• Descriptive Statistics (percentages, means, standard deviations)
• N = Entire Sample (1343), n = sample used for specific data
Respondents By Province
Age of Respondents
N= 1343, n= 1330
Gender of Respondents
[CATEGORY NAME] - [VALUE]
[CATEGORY NAME] - [VALUE]
N= 1343, n= 1336
Academic Credentials
N= 1343, n= 1341
1281
67 43 11
364
0
200
400
600
800
1000
1200
1400
B. Ed M. Ed. M.A. Ph. D. or Ed. D Other Credentials
Am
ount
of
Peop
le
Academic Credentials
Institution of Teacher Education
University of Alberta 15%
Queen's University 13%
University of British Columbia 8%
Simon Fraser University 5%
Nipissing University 4% University of Prince Edward Island
4% University of Lethbridge
4%
University of Ottawa 3%
Other 44%
N= 1343, n= 1276
Province of Accreditation
38%
23%
18%
5%
5%
4%
3%
1%
1%
1%
0.30%
0.15%
2%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Ontario Alberta
British Columbia Quebec
Manitoba Sasketchewan
Newfoundland and Labrador New Brunswick
Nova Scotia Prince Edward Island
Nunavut North West Territories
Outside of Canada
N= 1343, n= 1320
Province Currently Teaching In
33%
27%
18%
5%
4%
6%
2%
0.38%
0.38%
0.38%
1%
1%
0%
1%
0% 5% 10% 15% 20% 25% 30% 35%
Ontario Alberta
British Columbia Quebec
Manitoba Sasketchewan
Newfoundland and Labrador New Brunswick
Nova Scotia Prince Edward Island
Nunavut North West Territories
Outside of Canada Yukon
N= 1343, n= 1332
Province of Accreditation VS Province Currently Teaching in
0%
5%
10%
15%
20%
25%
30%
35%
40%
Province of Accreditation Province Currently Teaching In
Experience as Occasional Teacher
N= 1343, n= 1332
Yes 85%
No 15%
If So, Duration of Experience as Occasional Teacher
N= 1343, n= 1152
28%
19%
22%
15%
8% 9%
0%
5%
10%
15%
20%
25%
30%
Less than 1 year
1 year 2 years 3 years 4 years 5 years
Years Teaching
First Year 20%
Second Year 23%
Third Year 21%
Fourth Year 16%
Fifth Year 20%
N= 1343, n= 1330
Grade Level Experience
35%
41% 41% 41% 43%
45% 45% 46% 47% 44%
42% 40%
37%
14%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
N= 1343, n= 1339
Current Grade Level
N= 1343, n= 1335
16%
21% 21% 20%
21% 21% 21%
23% 23%
25% 26%
25%
22%
16%
0%
5%
10%
15%
20%
25%
30%
Teaching Within Subject Area
N= 1343, n= 1334
37%
63%
0%
10%
20%
30%
40%
50%
60%
70%
Teaching Outside Their Subject Area Teaching Their Subject Area
Ratio of People Currently Teaching Outside of the Grade Level Trained For
N= 1343, n= 1334
Length of Time at Current School
37%
23%
22%
10%
5%
4%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Less Than 1 year
1 year
2 years
3 years
4 years
5 years
N= 1343, n= 1315
Teaching Outside of the Typical Classroom Setting
N= 1343, n= 892
Location of Current School
N= 1343, n= 1330
0
50
100
150
200
250
300
350
400
Large City Small City Suburban Area
Town Rural Remote Northern
Designated and Receiving Funds as a High Needs School
N= 1343, n= 1329
Yes 14%
No 40%
Don’t Know 46%
Type of Support as a Beginning Teacher
45%
82%
37%
56%
73%
27%
49%
18%
7%
45% 47% 40%
60%
43%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
N= 1343, n= 1329
Source of Support
Provincial Government 5%
Teacher's Union/ Federation 18%
District Schoolbard / School Divisions
35%
My School 37%
Community Organization 1%
Other 4%
N= 1343, n= 1312
Most Beneficial Type of Support Received
N= 1343, n= 1299
Has Support Met Your Needs?
N= 1343, n= 1159
Yes Strong Formal Programming New Teacher Orientation, PD
Colleague Support Colleagues Listen, Resources from Colleagues, Collaborate with Colleagues, Informal Colleague Support, Experienced Mentor Support, Colleague Observation,
Support from Above Administration Support, Administration Feedback, District Support, Union Support
Personal Experience Planning Time, Feeling Comfortable/Confident
No Lack of/Poor Formal Programming
Too Much Time Away, Orientation, No Mentor, Had to Seek Support, Inadequate Planning Time (pre-and during teaching), PD
Colleague Support No resource sharing, poor relationship with mentor, No observation
Lack of Support from Above Administration not Supportive, Poor Implementation of Support, Student Needs
Personal Experience Expectations not Communicated, Feeling Undervalued, Feeling Isolated, Afraid to Seek Help, Support Added Stress
Somewhat
New Teacher Experience
N= 1343, n= 1317 N= 1343, n= 1315
New Teacher Experience
N= 1343, n= 1322 N= 1343, n= 1307
New Teacher Experience
N= 1343, n= 1304
Have You Had a Mentor?
N= 1343, n= 926
Multiple Formal Mentors 1.7%
Mentorship
N= 1343, n=1125 N= 1343, n=1118
Mentorship
N= 1343, n= 1122 N= 1343, n= 1120
Mentorship
N= 1343, n= 1121
Mentorship
N= 1343, n= 1120 N= 1343, n= 1115
Mentorship
N= 1343, n= 1107
Mentorship
N= 1343, n= 1116 N= 1343, n= 1112
Mentorship
N= 1343, n= 1117 N= 1343, n= 1115
In What Ways Has Your Mentor Been Most Valuable To You and Your Teaching?
N= 1343, n= 854
Collaborating Report Cards, Planning, Developing Resources
Guiding Teaching Resources, Modeling Teaching, Modeled Communication,
Guiding Non-Teaching
Feedback, Advice, First-Time Experiences (parents, failing), Advocating, Non-Teaching Related (Admin), Routines and Procedures, Encouragement, Network, Pushing, Answered Questions, Information About Students, Emotional Support
What Challenges, if any, Have You Experienced With Mentoring Processes,
Structures, or Relationships?
N= 1343, n= 757
Processes Time to Meet, Information not Passed On, Knowing our Responsibilities, Added More Work
StructuresWanted Observation, Wanted Feedback, Out of Subject Area/Grade, Budget to Fund Meet-Ups,
Not Enough Formal Activities Related to Mentorship, Not Within School, Feeling Beneath Someone
Relationships Different Styles/Personalities, Mentor didn’t care, Mentor did not share Resources,
Administration
N= 1343, n= 866
Administration
N= 1343, n= 868 N= 1343, n= 872
Administration
N= 1343, n= 864 N= 1343, n= 874
Administration
N= 1343, n= 1193 N= 1343, n= 1195
Administration
N= 1343, n= 1196 N= 1343, n= 1181
Administration
N= 1343, n= 1192
I Know My Current School Administrator Wants Me To Succeed Because…
N= 1343, n= 859
Verbalized Gives Advice, Encourages, Wants Me here, Clear About Goals and Hopes for Me, Positive Feedback, Assures me it is OK when things happen
DemonstratedProvides Support, Available to Talk, Offered Contract, Cares About Me, Collaborates,
Observes, Opportunities for PD, Checks In, Helped Through Evaluation Process, Listens, Recommended for Work, Wants School to Succeed, Trust, Pushes/Challenges, Covers Classes
Don’t Know
Administration
N= 1343, n= 1110 N= 1343, n= 1071
Administration
N= 1343, n= 1094 N= 1343, n= 1145
Administration
N= 1343, n= 1141
Career Development
N= 1343, n= 1127 N= 1343, n= 1139
Career Development
N= 1343, n= 1132 N= 1343, n= 1128
1%
Career Development
N= 1343, n= 1124 N= 1343, n= 1134
1%
Career Development
N= 1343, n= 1124 N= 1343, n= 1114
Career Development
N= 1343, n= 1121 N= 1343, n= 1097
Career Development
N= 1343, n= 1107 N= 1343, n= 1064
Career Development
N= 1343, n= 1103 N= 1343, n= 1062
Where Does The Expectation For You To Engage In Professional Learning And
Development Come From?
N= 1343, n= 892
Senior Administration (pressure, encouragement), board, teaching quality standard, provincial government
Colleagues Recommended, professional teachers association (ATA)
Personal Desire to help students, desire to grow, desire to stay current
In Your First Years Teaching, What Have You Found To Be The Best And Most Effective
Source For Your Professional Development?
N= 1343, n= 953
Personal ventures Social media, online resources, the classroom, time to focus on personal growth
External sourcesOther teachers (observations, conversations, collaborations, informal mentorship),
embedded PD (conferences, content sessions, mentorship sessions, school based PD, new teacher program), resource sharing, ATA, school district publications, external
learning centers
Career Development
N= 1343, n= 1123 N= 1343, n= 1160
1%
Career Development
N= 1343, n= 1140 N= 1343, n= 1064
1%
Career Development
N= 1343, n= 1163 N= 1343, n= 1052
1%
1% 1%
0.3%
Career Development
N= 1343, n= 1164 N= 1343, n= 1161
0.08%
0.6%
0.2%
0.8%
Career Development
N= 1343, n= 1153
0.4%
What Factors Have Been Instrumental In Your Continuing In The Teaching Profession?
N= 1343, n= 894
InternalSelf-reflection, work/life balance, reminding self of limits, income, hope for change, passion (teaching, subject area, helping students), enjoyment, feeling capable, desire to improve, identity, don’t want to give up, lifestyle
(hours, summer), rewarding job, challenge, faith (religion)
External Students, colleague support, administration, PD, counseling, community (school), family support (friends)
What Helps You To Sustain Your Own Well-Being And “Flourish” Or “Thrive” As A
Beginning Teacher?
N= 1343, n= 916
Personal Work/life balance, confidence in abilities, passion, good sleep, daily successes, physical activity,
faith, working nights and weekends (planning), perspective/tempered expectations, organization, work ethic, time for reflection, prep time
Staff Mentor, positive environment (work), asking for help, administration support, resource sharing, collaboration with others, colleague support
Structures Part-time work, sick days, professional learning time, students
How Do You Feel The Intensity And Pace Of The Work Of Teaching Has Affected Your
Induction And Socialization?
N= 1343, n= 850
Personal Want more downtime at home, fatigue (physical and mental), negative impact on social life, affected family time, better over time, become introverted, feeling isolated,
Work
No social life because working too much, busy, school community social life has improved and personal social life has declined, no time for extra curricular, always extra jobs
(supervision), work is all consuming, staff rooms are negative zones, become more negative, workload too intense, teachers become friends because they understand demands, tough at
certain times (report cards)
What Advice Would You Give A Teacher Just Starting His/Her Career?
N= 1343, n= 923
InternalMake it through first (year, 4 months), temper expectations, take risks, advocate for
yourself, have fun, don’t take things personally, pace yourself, don’t expect affirmations, make sure it is for you, prioritize, exercise, expect change, expect
criticism
ExternalAsk questions, find balance, plan, don’t be afraid to teach differently (than mentor), go electronic, find mentor, find good resources, try substitute teaching, know the
curriculum, know the students, hands on activities, pick your battles, live close to the school, get involved in the school community, communicate with parents
If You Were A Mentor To A Beginning Teacher, What Would You Be Sure To Do?
N= 1343, n= 893
RelationshipBe encouraging, be honest, be supportive, be approachable, regularly check in, check on personal health, be confidential, do something outside of work together, ask them
what they need
Teaching/ School-Related
Share resources, build their network, observe them/offer observation, show different teaching styles, edit their plans if desired, help with routines (school transition), talk
about profession, collaborate (plan, classroom strategies), provide feedback, help with time management, help them deal with administration (advocate)
Is There Anything Else You Think Is Important For Us To Know?
Support Admin makes a difference, evaluations unfair, lack of resources and support, need more team teaching, school community makes a difference, unfair class assignments
ProfessionTraining needs improvement, not paid enough, teacher burnout, mental health of teachers, emphasis on students passing, government changes initiatives too often, Reg. 274 not helpful, expectations for teachers too high, lack of jobs, hiring systems poor, hiring systems inconsistent, lack of specialization, need smaller classes, not enough prep
time, parents challenging, teaching is rewarding
Mentoring and Induction
No mentoring support up north, mentor teachers need more training, want extended mentoring and support, need observation, NTIP too vague, non-permanent staff need support, new teacher support too time consuming, no
induction program, apprenticeship model, mentoring makes a difference
N= 1343, n= 518
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