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32 lines
12 KiB
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sssurvey.001&mcs&0&N&<B>Introductory Letter:</b><BR> <br>Dear Superintendent:<br><br>I am a doctoral student in Educational Administration and Supervision at the University of Virginia. As part of my dissertation, I am studying the issue of teacher shortages in Virginia. Specifically, I am collecting data on three subtopics:<br><ol><li>the current supply of qualified teachers in identified shortage areas, <br><li>the perceived efficacy of and recommendations to improve state-level strategies to address teacher shortages, and<br><li>innovative strategies being planned or implemented at the local level to address teacher shortages. </ol>My data collection strategies include a survey and a random stratified sample of follow-up telephone interviews. A copy of the survey instrument is enclosed. The Virginia Association of School Superintendents (VASS) supports this research, the results of which will be made available to all respondents, the Virginia General Assembly, and the Virginia Department of Education. I would greatly appreciate a response from your school division each response adds to the weight of the results. This survey is to be completed by the individual with the primary responsibility for hiring teaching staff. I am asking for the help of each superintendent to ensure that this survey gets into the hands of the appropriate individual in order to maximize the return rate, and the value, of the survey results.Each survey is coded so that I will be able to conduct follow-up data collection. All data will be confidential, and no individual or school division will be identified. Results will be dissaggregated by self-reported metropolitan status (urban, suburban, or rural), K-12 enrollment, and fiscal capacity as determined by the local composite index. <br>The survey instrument will require about 15 minutes to complete, depending on how much information is provided on the three open-ended prompts. It would be helpful if I received this information on or by Friday, February 16, 2001. The respondent can mail or fax this information to me. My fax number is below, and a stamped addressed envelope is enclosed. <br><br>Stephen C. Smith<br>1023 Morey Place<br>Lynchburg, VA 24502-2746<br><hr width=50%> <br> <b>To the Individual with Primary Responsibility for Hiring Teachers: </b> <br> <br>Please read the introductory letter address to the superintendent. It provides information regarding the purpose of this survey. In field tests this survey took about 15 minutes to complete, depending on the amount of information that was provided for the open-ended questions.<br>The information collected in this survey is in three sections: <br><ol><li>three demographic questions,<br><li>perceptions of the existing supply of teachers in identified shortage areas,<br><li>perceptions of the efficacy of state-level strategies to address shortages of qualified teachers and suggestions for state-level legislators and policy makers regarding changes to these strategies, and <br><li>innovative strategies local school divisions are planning or are currently implementing in order to address teacher shortages.<br></ol><br>The information from this survey will be confidential. Neither your name, nor the name of your school division will be reported. The results will be dissaggregated by the demographic information requested in section I. Thank you for taking the time to supply valuable data for my study. Each response I receive adds to the weight of the survey results. Please return your responses by Friday, February 16, 2001. <br>Please follow the instructions for each section of this instrument.<br> <br> <br>1. - 3. Comprise Section I.<br> <br><b>I: Demographic Information</b> <br> <br>Please click the best descriptor of the division or community in which you work. <br> <br>1. Metropolitan Status&&Urban;Suburban;Rural;&&&&A&.0&&&&
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sssurvey.002&mcs&0&N&Size of Enrollment&&Small (less than 2,000 students) ;Medium (2,000 to 9,999 students);Large (over 9,999 students);&&&&A&.0&&&&
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sssurvey.003&mcs&0&N&Fiscal Capacity&&Low (Composite Index: less than 0.2970) ;Lower Middle (Composite Index: 0.2970�0.3527) ;Higher Middle (Composite Index: 0.3528�0.4327) ;High (Composite Index: above 0.4327) ;&&&&a&.0&&&&
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sssurvey.004&mcs&0&N&- 12. Comprise Section II. <br> <br><b>II: Teacher Candidate Supply and Demand</b> <br> <br>The General Assembly has identified and the U.S. Department of Education has approved the following critical shortage areas in Virginia � special education in all areas, mathematics, chemistry, physics, technology education (industrial arts), foreign languages, males in elementary and middle grades, and minorities in all grades, K-12. <br> <br>Please click the choice that best describes your recent experience of the level of supply of qualified candidates in each area. <br> <br> 4. Special Education&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.005&mcs&0&&Mathematics &&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.006&mcs&0&N&Chemistry&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.007&mcs&0&N&Physics&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.008&mcs&0&N&Technology Education&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.009&mcs&0&N&Foreign Languages&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.010&mcs&0&N&Males in Elem. and Middle Grades.&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.011&mcs&0&N&Minorities&&An Extreme Surplus;A Surplus;An Adequate Number;A Shortage;An Extreme Shortage;&&&&a&.0&&&&
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sssurvey.012&nrt&0&&If there are any other certification areas or classifications of applicants for which your division is experiencing a shortage, please provide that information and indicate the type of shortage (<b>S = Shortage, ES = Extreme Shortage</b>) in the space below. &1000&&&&&&.0&&&&
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sssurvey.013&mcs&0&N&- 30. Comprise Section III. <br> <br><b>III: Perceptions of State-level Strategies </b> <br> <br>The Virginia Department of Education's web sites notes the strategies listed below as state-approved efforts to address the shortage of qualified teacher candidates. <br> Please indicate your level of agreement or disagreement with each statement by clicking the selection that best describes your opinion.<br> <br> <br>13. The Virginia Teaching Scholarship Loan Program is an effective strategy to address shortages of qualified teachers. &&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.014&mcs&0&&The Special Education Conditional License is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.015&mcs&0&&The Alternative Provisional License is an effective strategy to address shortages of qualified teachers. &&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.016&mcs&0&&The Technical Professional License is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.017&mcs&0&&The Military Career Switchers Program is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.018&mcs&0&&The Local Eligibility License is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.019&mcs&0&&The Special Education Commonwealth Project at Old Dominion University is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.020&mcs&0&&The Masters Degree in Speech Pathology programs at Radford, Hampton, and James Madison Universities are effective strategies to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.021&mcs&0&&The requirement to pass the Praxis I test is an effective strategy to address shortages of qualified teachers in that it improves the level of qualification of teacher candidates.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.022&mcs&0&&The requirement to pass the Praxis II test is an effective strategy to address shortages of qualified teachers in that it improves the level of qualification of teacher candidates.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.023&mcs&0&&Interstate contract agreements are effective strategies to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.024&mcs&0&&Permitting Praxis waivers related to interstate contract agreements is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.025&mcs&0&&Provisional Licensing is an effective strategy to address shortages of qualified teachers.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.026&mcs&0&&Initiatives to reduce class size are effective strategies to address shortages of qualified teachers by improving working conditions to decrease teacher attrition.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.027&mcs&0&&Required Mentor programs are effective strategies to address shortages of qualified teachers by improving working conditions in order to decrease teacher attrition.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.028&mcs&0&&Incentives for National Board Certification are effective strategies to address shortages of qualified teachers by improving working conditions in order to decrease teacher attrition and by supporting professional growth.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.029&mcs&0&N&Regional and Virginia Teacher of the Year Programs are effective strategies to address shortages of qualified teachers by improving working conditions in order to decrease teacher attrition and by supporting professional growth.&&Strongly Disagree;Disagree;Agree;Strongly Agree;No Opinion;&&&&a&.0&&&&
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sssurvey.030&nrt&0&N&Please refer back to the seventeen strategies listed above, questions 13 through 39, from the Virginia Department of Education�s web site. These strategies are intended to address shortages of qualified teachers in one or more of the following ways: <br><ol><li>attracting individuals to the profession, <li>facilitating entry into teaching, <li>increasing the qualifications of those who enter the field, or <li>improving working conditions and providing support to teachers in order to decrease teacher attrition. </ol> <br> <br>Please write in the space below any recommendations you have for state legislators or policy makers regarding changes to any of these strategies. <br>&1000&&&&&&.0&&&&
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sssurvey.031&nrt&0&N&- END Comprise Section IV. <br> <br><B>IV: Innovative Local Strategies to Address Teacher Shortages </b> <br> <br>The literature on teacher shortages notes that many local school divisions are planning and implementing a variety of innovative strategies to address teacher shortages. These strategies range from college scholarships to signing bonuses to policies to retain potential retirees.<br> <br>31. Please write in the space below any strategies or policies your division has implemented or is considering implementing to address teacher shortages. Please also consider the potential transferability of each strategy, and note any critical considerations for other divisions who may consider adopting or adapting one of these strategies. <br>&1500&&&&&&.0&&&&
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