Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

Education and Literacy

Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

New Teacher Center worked collaboratively with nine state coalitions - including governors, state education agencies, teacher associations, stakeholder groups and practitioners - to implement the Teaching, Empowering, Leading and Learning (TELL) survey statewide in nine states from the spring of 2012 to the spring of 2103. The TELL survey is a full-population survey of school-based licensed educators designed to report the perceptions about the presence of teaching and learning conditions that research has shown increase student learning and teacher retention.

The conditions assessed in the TELL survey include:

  • Time
  • Facilities and Resources
  • Professional Development
  • School Leadership
  • Teacher Leadership
  • Instructional Practices and Support
  • Managing Student Conduct
  • Community Support and Involvement
  • New Teacher Support (for teachers in their first three years in the profession)

This report compares the results of the TELL survey at the state level across the country, providing an additional contextual lens for interpreting the results from each participating state to better understand their own findings.

September 2013

Geographic Focus: North America-United States;North America-United States (Western)-Colorado;North America-United States (Southern)-Tennessee;North America-United States (Midwestern)-Ohio;North America-United States (Southern)-North Carolina;North America-United States (Southern)-Maryland;North America-United States (Southern)-Kentucky;North America-United States (Northeastern)-Vermont;North America-United States (Northeastern)-Massachusetts;North America-United States (Northeastern)-Delaware

Evaluating Teachers More Strategically: Using Performance Results to Streamline Evaluation Systems

Education and Literacy, Employment and Labor

Evaluating Teachers More Strategically: Using Performance Results to Streamline Evaluation Systems

According to this issue brief, to improve the feedback new teachers receive districts must rethink feedback as a complex system of many parts, rather than simply a series of isolated conversations between principals and teachers. This paper is designed to guide districts through this process, helping them recognize the interconnected factors at the district, school, and classroom level that shape the nature of feedback.

January 2014

Geographic Focus: North America-United States (Midwestern)-Ohio, North America-United States (Northeastern)-Delaware, North America-United States (Southern)-Tennessee

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