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Deans of Impact Surveys

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  • 3 Key Assessments
  • Deans of Impact Surveys
  • Student Teacher Surveys
  • Professional Dispositions
  • Teacher Work Sample

Teaching Beliefs and Mindsets Survey

The Teaching Beliefs and Mindset Survey integrates the short forms from the Teachers’ Sense of Efficacy Scale and Grit Scale, along with items from the Culturally Responsive Teaching Self-Efficacy Scale. 
 

  • The Teachers’ Sense of Efficacy Scale assesses the extent to which teachers believe they can influence student engagement, instructional practice, and classroom management. Respondents rate themselves from 1 (nothing) to 9 (a great deal) on 12 statements, such as, “How much can you use a variety of assessment strategies?” (Tschannen-Moran & Woolfolk Hoy, 2001). 
  • The Short Grit Scale assesses an individual’s tendency to persist towards long-term goals. Using a 1-5 scale, a respondent rates a series of eight statements, for example, “Setbacks don’t discourage me” (Duckworth & Quinn, 2009). 
  • The Culturally Responsive Teaching Self-Efficacy Scale assesses how confident teacher-candidates are in their abilities to enact culturally responsive teaching practices. Candidates record a number from 0 (no confidence at all) to 100 (completely confident) in response to 26 statements, for instance, “Establish positive home-school relations” (Siawatu, 2007). 
     

In the Common Indicator System(CIS)CIS Network, the survey is administered online to teacher-candidates at the start of their preparation program, and then again at the start and end of their clinical experiences. 

Evidence Base

The scales that make up the Teaching Beliefs and Mindsets Survey are supported by limited, yet promising, evidence suggesting they are valid and reliable measures. The emerging evidence base suggests that the Short Grit Scale has high levels of internal consistency, is relatively stable over time, and is predictive of fewer career changes among adults (Duckworth, et al., 2007). Grit was also found to be predictive of novice teacher retention and effectiveness in one study where grit scores were assigned based on resume review (Duckworth & Quinn, 2009). The Teachers’ Sense of Efficacy Scale also has high levels of internal consistency for both in-service and pre-service teachers (alpha=0.90) and moderate levels of construct validity, particularly with other measures of personal teaching efficacy (r=0.64, p<0.01) (Tschannen-Moran & Woolfolk Hoy, 2001). The Culturally Responsive Teaching Self-Efficacy scale has robust theoretical underpinnings, and in one study was found to have high levels of internal consistency (alpha=0.98) (Siawatu, 2007). Additional evidence on the reliability and validity of these scales is needed, but emerging evidence suggests they are promising for assessing each construct. 

Beginning Teacher Survey

The Beginning Teacher Survey is based on the New Teacher Preparation Survey (NTPS) developed by researchers at the University of North Carolina’s Education Policy Initiative for use with graduates of the system’s teacher-education programs. The NTPS captures graduates’ perceptions of their preparation experience in five areas: academic background and teaching preparation, teacher preparation quality, teacher preparation program components, current teaching practices, and job satisfaction. CIS Network stakeholders modified the NTPS for CIS use by adding an introduction explaining the survey's purpose, revising the language to ensure the survey could be implemented successfully across diverse contexts, and eliminating some questions to focus the survey on key areas and ease the respondent's workload. The resulting Beginning Teacher Survey captures graduates’ perceptions of their preparation experience across the five core areas using 26-36 items depending on the graduates’ preparation pathway. CIS Network members administer the survey to program graduates in early spring during their first year of full-time classroom teaching.  

Evidence Base

The Beginning Teacher Survey has a limited research base, but the existing research provides promising evidence to support the survey’s value for informing educator-preparation program improvement. Early research demonstrates that Quality of Teacher Preparation and Opportunity to Learn scales have emerged as predictive tools for important outcomes among novice teachers. These scales center on graduate perceptions of their preparation experiences and exposure to specific teaching practices during their program. The outcomes they predict encompass performance, as measured by classroom observation ratings, value-added scores, and retention (Bastian, Sun, & Lynn, 2017). 

Employer Survey

The Employer Survey is a slightly modified version of the 2017 Massachusetts Hiring Principal Survey. The survey was developed by the state of Massachusetts, where it is administered annually to all principals who hired a teacher candidate. For the CIS Network, stakeholders made slight changes to language and survey administration logic and removed the Massachusetts-specific questions. The resulting survey has seven items on which employers are asked to reflect on the quality of the program graduate, such as “Relative to all other teachers (both novice and experienced) you’ve worked with, please indicate the extent to which this teacher’s performance is significantly above or below average.” In the CIS Network, the survey is administered, at a minimum, to employers of recent program graduates who themselves received the Beginning Teacher Survey.

Evidence Base

The Employer Survey has a limited research base, but the existing research provides promising evidence to support the survey’s value for informing educator-preparation program improvement. Evaluations of the survey by the Massachusetts Department of Elementary and Secondary Education suggest that the employer survey has sufficient validity evidence to support its use (Massachusetts Department of Elementary and Secondary Education, 2017). The Massachusetts Department of Elementary and Secondary Education is currently studying the predictive validity of the Employer Survey, which could yield more information about the value of the survey for informing program improvement.

Relevant Descriptive and Validity Research

Bastian, K.C., Sun, M., Lynn, H. (2017). What do graduate surveys tell us about teacher preparation quality? Education Policy Initiative at Carolina. Chapel Hill, NC.  

Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007).  Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.  

Duckworth, A.L, & Quinn, P.D. (2009). Development and validation of the Short Grit Scale (Grit-S).  
Journal of Personality Assessment, 91, 166-174. 

Massachusetts Department of Elementary and Secondary Education. (2017). Educator Preparation Surveys: Technical Report. Massachusetts Department of Elementary and Secondary Education: Malden, MA 
 
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. 

Siawatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 7, 1086-1101. 

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