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Data Collection Framework
View 3: Flow—Teachers Entering,
Leaving, and Moving Within the System
Guiding Questions
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What is the number and percentage of individuals
in each of the groups below for the area as a whole?
For each school in the area?
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How does each of the following groups rate on
the various measures listed in View One?
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How have each of the following groups' ratings
on those measures changed over time?
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In the case of individuals leaving the district before retirement (e.g.,
moving to a neighboring suburban district) or moving within the system,
why are they making the change? What are the characteristics of jobs
they are taking elsewhere (pay and, if another school, demographics
and performance level)?
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In the case of individuals moving within the
system, what kinds of patterns underlie this movement?
Do teachers tend to move from one subgroup of schools
to another?
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Possible
Subgroups To Imagine
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Individuals applying for teaching positions
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Individuals offered teaching jobs
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Individuals accepting teaching jobs
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Individuals with alternative certification who
accept teaching jobs
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Individuals leaving the school system
voluntarily
- those leaving to teach in another district
- those leaving to take administrative posts
- those leaving the teaching profession altogether
- those leaving within three years of starting
- those retiring
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Individuals leaving the school system due to
termination/dismissal
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Individuals with alternative certification who
voluntarily leave the school system
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Individuals with alternative certification who
leave due to termination/dismissal
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Individuals moving from one school within
the district to another school
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Individuals completing local certification programs
but opting NOT to teach
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Substitute teachers
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The data you collected for Views One through Three should allow you to gain
a snapshot of teacher characteristics in your school district(s) and, more
fundamentally, to develop a needs assessment of teacher quality.
Based on this needs assessment, you should be able to
prioritize critical areas for improvement. Setting priorities
will help you in collecting data for Views Four and Five.
For example, if during data collection for Views One
through Three you determine that the percentage of qualified
teachers leaving your urban district to teach in the
surrounding suburban districts is a pressing issue, then
during the second phase of data collection for Views
Four and Five you would probably not focus on state licensure
requirements, but would look in depth at the work environment
and compensation of district teachers.
Thus, in gathering information for Views Four and Five,
you should consider the guiding questions and indicators
not as a checklist of areas to examine but as a pool
of potential issues from which you will select the handful
that are directly linked to your priorities from Views
One through Three.
Proceed to View 4:
Structure and Process—How Do State/District Policies
and Practices Affect Teaching Quality? |
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You may also download a
Microsoft Word version of the entire data-collection
framework document.
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