Survey Responses From Washington State's Principals and Beginning Teachers: A Chartbook

Survey Responses From Washington State’s
Principals and Beginning Teachers: A Chartbook
Edie Harding
Barbara McLain
January 2000
Survey Responses From Washington State’s
Principals and Beginning Teachers: A Chartbook
Edie Harding
Barbara McLain
January 2000
Washington State Institute for Public Policy

110 East Fifth Avenue, Suite 214
Post Office Box 40999
Olympia, Washington 98504-0999
Telephone: (360) 586-2677
FAX: (360) 586-2793
URL: http://www.wa.gov/wsipp
Document Number 00-01-2901
WASHINGTON STATE INSTITUTE FOR PUBLIC POLICY
Mission
The Washington Legislature created the Washington State Institute for Public Policy in 1983. A
Board of Directors—representing the legislature, the governor, and public universities—governs
the Institute, hires the director, and guides the development of all activities.
The Institute’s mission is to carry out practical, non-partisan research—at legislative direction—
on issues of importance to Washington State. The Institute conducts research activities using
its own policy analysts and economists, specialists from universities, and consultants. Institute
staff work closely with legislators, legislative and state agency staff, and experts in the field to
ensure that studies answer relevant policy questions.
Current assignments include projects in welfare reform, criminal justice, education, youth
violence, and social services.
Board of Directors
Senator Karen Fraser Lyle Quasim, Department of Social and Health Services
Senator Jeanine Long Marty Brown, Office of Financial Management
Senator Valoria Loveland David Dauwalder, Central Washington University
Senator James West Jane Jervis, The Evergreen State College
Representative Ida Ballasiotes Marsha Landolt, University of Washington
Representative Jeff Gombosky Thomas L. "Les" Purce, Washington State University
Representative Helen Sommers Ken Conte, House Office of Program Research
Representative Steve Van Luven Stan Pynch, Senate Committee Services
Staff
Roxanne Lieb, Director
Steve Aos, Associate Director
CONTENTS
Introduction ...............................................................................................................................i
Part I: Beginning Teachers

A. Career Pathways to Teaching.......................................................................... 1
B. College Education Programs for Teachers...................................................... 5
C. Beginning Teacher Assistance Programs...................................................... 12
Mentors .......................................................................................................... 13
Training .......................................................................................................... 16
Other Assistance............................................................................................ 19
D. Current Teaching Assignment ....................................................................... 22
Part II: Principals

A. Student Teaching........................................................................................... 28
B. College Teacher Education Programs ........................................................... 32
C. Type of Assistance for Beginning Teachers .................................................. 36
D. Additional Comments..................................................................................... 38
Appendix A: Additional Information on Survey and OSPI Data Sources ............................ 40
For more information on this topic, see the Institute’s report: Teacher Preparation and
Development, August 1999.
INTRODUCTION
In 1998, the Washington State Institute for Public Policy (Institute) undertook a study on the
preparation and development of teachers in Washington State at the request of its Board of
Directors. A report was published by the Institute in August 1999, Teacher Preparation and
Development. The study included surveys of beginning teachers and principals. Due to
space limitations, not all the data from the surveys and from the Office of the
Superintendent of Public Instruction’s (OSPI) certification and employment data base were
available in the report. This chartbook provides additional insights from the Institute’s study.
This chartbook has two parts. Part I is divided into four sections and contains information
from the Beginning Teacher survey and data from OSPI:
A. Career Pathway to Teaching;

B. College Education Programs for Teachers;
C. Beginning Teacher Assistance Programs; and
D. Current Teaching Assignment.
Part II is divided into three sections and contains information from the Principal survey and
data from OSPI:
A. Student Teaching;
B. College Teacher Education Programs;
C. Type of Assistance for Beginning Teachers; and
D. Additional Comments.
For a full copy of our report on teacher preparation and development, call the Institute at
(360) 586-2677 or download it from the Institute’s Web site: http://www.wa.gov/wsipp.
i
Part I
Beginning Teachers
A. CAREER PATHWAYS TO TEACHING
The Institute survey asked beginning teachers what degree they completed to obtain
their initial teaching certificate, their undergraduate GPA, and their major. The
Institute also reviewed trends in OSPI’s certification data.
• Traditionally, young people who sought to become teachers completed education

courses as part of their undergraduate education. Over the last ten years, some
new trends have emerged as more people return for their teaching certificate after
they complete their bachelor’s degree.
• The Legislature authorized a Master in Teaching degree at universities and colleges

in 1987 and required teachers to obtain a master’s degree. The requirement to
obtain a master’s degree was rescinded in 1992; however, there is an incentive on
the state salary schedule for teachers to obtain a master’s degree. Today 17 of the
22 teacher preparation programs offer a Master in Teaching or Master of Arts in
Teaching program.
• The State Board of Education created a pilot internship program for alternative
certification in 1991. The program is no longer in existence, and the regulations for
the pilots expired in August 1999. (Although there is no alternative certificate route,
school districts may hire an individual on an emergency or conditional teaching
certificate.)
1
Almost Half of Beginning Teachers Obtained a Degree
Beyond Their Baccalaureate for Initial Certification
2% Other Degree
29%
Master's Degree
53%
Undergraduate Degree
16%
Post Baccalaureate
Degree
WSIPP 1999
Beginning Teacher Survey
The Percentage of Teachers Obtaining a Master’s Degree for

Initial Certification Has Increased Over the Last Ten Years
35%
30% 29%
28%
26%
25%
20% 18% 18%
15% 14%
10% 8%
5% 4% 3.5%
3%
0%
1988 1989 1990 1991 1992 1993 1994 1995 1996 1997
WSIPP 1999
OSPI Certification Data 1988-97
2
Fifty Percent of Initial Certificates Were Granted to
Instate-Trained Teachers Over the Last Ten Years
8,000
Out of State
7,000 In State
6,000
Number of Teachers
5,000
4,000
3,000
2,000
1,000
0
1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998
Year Teacher Received Initial Certificate
WSIPP 1999
Source: Office of the Superintendent of Public Instruction, Certification Data Base.
Note: 1998 year is through August only.
Over 50 Percent of Beginning Teachers Surveyed Reported a

GPA of 3.5 or More for Their Undergraduate Degree
1% Less Than 2.4 GPA
8%
2.5 - 2.9
GPA
53% 38%
Over 3.5 GPA 3.0 - 3.4 GPA
WSIPP 1999
Source: Beginning Teacher Suvey
3
Over One-Third of the Beginning Teachers Surveyed Majored in Education
Education 36%
Other 29%
Social Science 21%
English 12%
Science 8%
Math 4%
Foreign Language 3%
Visual and Performing Arts 3%
0% 5% 10% 15% 20% 25% 30% 35% 40%
WSIPP 1999
Source: Beginning Teacher Survey
4
B. COLLEGE EDUCATION PROGRAMS FOR TEACHERS
The Institute survey asked beginning teachers how they rated their college education
programs and their student teaching experiences. The certification data base was
reviewed for information on endorsements.
• In Washington, the 22 colleges of education that prepare beginning teachers are

given the major responsibility of ensuring candidates are well qualified. The state
provides some oversight, primarily in the area of setting program approval
standards, approving programs, and providing technical assistance. Half the teacher
preparation programs elect to receive a national review by the National Council for
the Accreditation of Teacher Education (NCATE).
• In 1997, the State Board of Education revised the approval standards for teacher
preparation programs to be phased in over a three-year period. The new standards
are performance-based and require candidates to demonstrate a positive impact on
student learning.
• The state’s standards for the knowledge and skills of beginning teachers include new
or additional emphasis on the state’s learning goals and essential academic learning
requirements (EALRs), content for endorsement area, ethics, group decision-making
strategies, education technology, critical thinking and problem solving skills, and
special education.
• In 1998, the State Board of Education also revised its endorsements to (1) align with
the state education reform’s efforts, (2) reduce the number of endorsements, (3)
require pedagogy (how students learn) training specific to the endorsement sought,
and (4) increase the number of credit hours for certain endorsements. Washington
does not require an academic major other than education, but every teacher
candidate must have at least one endorsement.
• Education reform places new emphasis on teachers using assessment of student

performance to improve their instructional strategies. A variety of assessment
techniques (e.g., portfolios, videotaping, observation, etc.) can be used to measure
student performance.
5
The Majority of Teachers Found Their Education Programs Met Their Expectations
Below Expectations At or Above Expectations

Use Technology
-35% 64%
Teach Subject Matter
-19% 81%
Use Effective Class Management
-27% 72%
Teach Basic Skills
-23% 74%
Parent Communication
-34% 65%
Variety of Assessment
-14% 85%
Incorporate EALRs
-37% 62%
Adapt Instruction for Diversity
-35% 65%
Critical Thinking
-23% 77%
-60% -40% -20% 0% 20% 40% 60% 80% 100%

WSIPP 1999
Beginnning Teacher Survey
Over One-Third of Teachers Spent 20 or More Weeks in K-12 Classrooms

Student Teaching or Observing During Their Teacher Education Program
Less Than 5 Weeks

Less Than 5-9 Weeks
4%
5%
35% 21%
20 or More Weeks 10-14 Weeks
35%
15-19 Weeks
WSIPP 1999
6
Teachers Ranked Cooperating Teachers Higher Than Their
College Supervisor for Help While Student Teaching
42%
Excellent
71%
33%
Good
18%
16%
Fair
7%
9% College Supervisor
Poor Cooperating Teacher
4%
0% 10% 20% 30% 40% 50% 60% 70% 80%
WSIPP 1999
Almost Three Quarters of Student Teachers’ Cooperating Teachers

Ranked Their Cooperating Teachers Good to Excellent on Their
Understanding of the EALRs and State Education Reform
Excellent 31%
Good 40%
Fair 21%
Poor 8%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
WSIPP 1999
Beginning Teacher Survey
7
Three Quarters of Teachers Found the Curriculum in
Teacher Education Programs Informative About EALRs
2% Don't Know
22%
Not Informative 30%
Very Informative
46%
Somewhat Informative
WSIPP 1999
Teacher Education Programs Use Observations As the

Most Common Form of Assessment (Excluding Writing)
70%
62% Frequently/Usually
Sometimes
60% 56% Rarely/Never
50%
43%
40%
34% 35%
32%
30% 29%
30% 27%
25%
20%
14% 13%
10%
0%
Portfolios Videotapes Observations Interviews
WSIPP 1999
8
Over Two Thirds of Beginning Teachers Support Tests for Teacher Candidates
90%
Yes
79%
80% 76% No
70% 68%
60%
50%
40%
32%
30%
24%
21%
20%
10%
0%
Basic Skills Subject Knowledge Pedagogy
Type of Test
WSIPP 1999
One Third of the Candidates Had to Demonstrate Positive Impact

on Student Learning in Their Teacher Education Program
38%
Yes
62%
No
Note: The State Board

of Education
requirements on Positive
Impact on Student
Learning were not in
effect when these
teachers were in their
WSIPP 1999 pre-service programs.
9
Respondents Have Varying Views About How Well
Colleges of Education Prepared Them In Five Areas
700
Does Well
600 Needs Improvement
500
400
300
200
100
0
Student Teaching Foundation Special Needs Classroom Subject Matter
Management Preparation
Note: This question was open-ended and was categorized based on the largest number of
WSIPP 1999
responses. Responses tended to vary based on the teacher preparation program attended.
Over Half of Teachers Receive An Endorsement in Elementary Education
60%
56% N = 58,761
50%
40%
30%
23% 24%
20% 17%
12%
8% 8% 8%
10% 6% 6%
0%
WSIPP 1999
Source: Office of the Superintendent of Public Instruction, Certification Data Base.
10
Over the Last Ten Years More Than Half the Teachers Seeking
Initial Certification Have Obtained Two or More Endorsements
11%
3 or More
Endorsements
44%
1 Endorsement
45%
2 Endorsements
N = 58,761
WSIPP 1999
Source: Office of the Superintendent of Public Instruction, Certfication Data Base.
11
C. BEGINNING TEACHER ASSISTANCE PROGRAMS
The Institute survey not only addressed teacher preparation, but also assistance
provided during the first year of teaching. Questions were asked about mentors,
training, and other types of assistance provided in beginning teacher assistance
programs.
• Parents and the public share high expectations for teachers regardless of whether
the teacher is new or experienced. But even the best teacher preparation programs
provide only a foundation of knowledge and skills that teachers will need to build
upon throughout their careers.
• First-year teachers frequently mention problems dealing with basic issues such as
discipline, motivating students, communicating with parents, accessing instructional
resources, and planning and organizing class work.
• Washington has provided state funds for the Teacher Assistance Program (TAP) for
first-year teachers since 1985. Local assistance programs are administered by
school districts or Educational Service Districts (ESDs).
• Assistance programs include the assignment of an experienced mentor teacher,

training for mentors and beginning teachers, and release time for participants to
observe other classrooms.
12
Mentors
The Institute survey asked beginning teachers whether they were assigned a mentor,
how often they met with or were observed by their mentor, and how valuable they
found this type of assistance.
• One of the most consistent findings in studies of beginning teacher assistance

programs is the importance of the mentor teacher.
• A competent, experienced colleague can provide practical advice about effective

instructional strategies and can serve as a readily available resource on everything
from finding materials to school curriculum. Yet what many beginning teachers
appreciate most about a mentor is simply having “someone to talk to.”
• It is unclear how effective a mentor could be as coach or advisor without watching

the beginning teacher in his or her classroom. Beginning teachers also often
request the opportunity to watch experienced teachers and learn how they engage
their students, pace the lessons, and solve problems. Observations are, however,
difficult to arrange because they necessitate hiring a substitute teacher or arranging
for another teacher to cover the classroom.
13
Two-Thirds of Beginning Teachers Were Assigned a
Mentor Teacher for Their First Year of Teaching
33%
No Mentor
Assigned
67%
Mentor
Assigned
WSIPP 1999
Almost Half of Beginning Teachers Met With Their Mentors Daily or Weekly
5%
Never
18%
Daily 16%
Less Than
Once a Month
27%
Weekly 34%
Once or Twice
a Month
WSIPP 1999
14
Two-Thirds of Beginning Teachers Were Never
or Rarely Observed by Their Mentors
7+ 11%
5-6 5%
3-4 13%
1-2 29%
Never 42%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
WSIPP 1999
More Than Half the Beginning Teachers Never or Rarely

Observed Other Teachers During Their First Year
7+ 8%
5-6 7%
3-4 19%
1-2 37%
Never 28%
0% 5% 10% 15% 20% 25% 30% 35% 40%
WSIPP 1999
15
Training
The Institute survey asked beginning teachers how much training they attended,
what topics were covered, and how valuable they found this type of assistance.
• Most school districts include training in their assistance programs for beginning
teachers, offered either by the district or through the ESD.
• Training typically covers topics of interest to the beginning teacher, such as

classroom management, report cards, and parent-teacher conferences. Most
districts also use this opportunity to provide orientation on district policies and
procedures for new employees.
• Beginning teachers also have training opportunities beyond those offered through an
assistance program. The majority of those surveyed reported that training especially
for beginning teachers represented less than a fourth of the total training they
encountered in their first year as a teacher.
16
Beginning Teachers Reported a Wide Range in the Amount of
Training They Attended Specifically for First-Year Teachers
19%
19 Hours
or more
25%
None
20%
Between 10
and 18 hours
36%
Up to 9
hours
WSIPP 1999
Most Common Topic for Beginning Teacher Training: Orientation

Most Common Topic Covered with Mentors: Emotional Support
Overall
Orientation
Emotional and
Psychological
Support
Classroom
Management
Development of
Novice Teacher
Implementing
Education
Reform
Teachers Who Had
Training on Issue
Teaching Diverse
Teachers Who Addressed
Students
Issue With Mentor
0% 20% 40% 60% 80% 100%
WSIPP 1999
17
Beginning Teachers Said Mentors Made More of a
Difference in Improving Their Teaching Than Training
43% 35%
58% 65% Made A
Made Little Or
Made A Made Little Or Difference
No Difference
Difference No Difference
Impact of Mentors Impact of Training

WSIPP 1999
What Beginning Teachers Said Would Significantly Improve

Their Teaching: More Mentoring, Extra Planning Time, Observations
60%
54%
49%
50% 47%
40% 37%
32% 32%
30%
20%
10%
0%
More Mentoring Extra Planning More Modified More Training Discussion
Time Observations Workload Groups
WSIPP 1999
18
Other Assistance
The Institute asked beginning teachers about observations by their principals, how
their assignment compared to other teachers, and whether there were standards
associated with their beginning teacher assistance programs. The teachers were
also asked about the impact mentoring, training, and other assistance had on their
first year of teaching.
• Observations: In Washington, principals are required to observe teachers at

least twice during the school year for formal performance evaluation. However,
many beginning teachers want their principals to play an active, informal role in
providing feedback on their teaching and assistance in developing and improving
their skills. The Institute asked both beginning teachers and principals how often
principals provided assistance and monitored the progress of first-year teachers.
• Assignment: Some studies have found that beginning teachers are more likely to
be placed in an assignment outside their area of expertise or assigned more
difficult teaching situations (such as teaching multiple subjects or grade levels or
not having a permanent classroom). Beginning teachers were asked how their
assignment compared to the assignment of other teachers in their school.
• Standards: The TAP program for beginning teachers has not been changed to
reflect standards and accountability associated with education reform. There are
no statewide standards for what the program is intended to accomplish.
However, it is possible that standards are set at the local level. The Institute
asked school districts, principals, and beginning teachers whether standards or
expectations had been set for their beginning teacher assistance programs.
• Impact: The two major objectives of beginning teacher assistance programs are
retention (including increasing a beginning teacher’s confidence in their ability to
handle the basic responsibilities of teaching) and improvement of teaching skills.
The Institute asked beginning teachers for their perspective on what impact
assistance programs had on their first year of teaching.
19
Frequency of Reported Principal Observations
of Beginning Teachers (Formally or Informally)
45%
Principals: Frequency of observations
of beginning teacher
40%
Beginning Teachers: Frequency of
observations by principal
35%
30%
25%
20%
15%
10%
5%
0%
Never 1-2 Times 3-4 Times Monthly Every Other Weekly
Week
Responses by Teachers and Principals
WSIPP 1999
Source: Beginning Teacher and Principals Surveys
Most Beginning Teachers Reported Their First Year Teaching Assignment

Was No More Difficult Than Other Teaching Assignments in Their School
9%
Less
Difficult
42%
More Difficult
49%
Average
WSIPP 1999
20
Participants Have Different Perceptions About Standards
in Beginning Teacher Assistance Programs
100%
Did you set expectations for beginning teachers? Did the district or your principal
90% set expectations?
81%
80%
YES 73%
70%
61% NO
60%
YES
50%
40%
30%
20%
10%
0%
School Districts Principals Beginning Teachers
WSIPP 1999
Beginning Teachers Report That Assistance

Programs Help Them Get Through the First Year
Get through the first year 51%
Manage a classroom 46%
Increase subject area

expertise 41%
Incorporate EALRs 35%
Teach diverse students 35%
Assess student learning 33%
Decide to stay in teaching 28%
0% 10% 20% 30% 40% 50% 60%

Percent Who Said Programs Made a Difference
WSIPP 1999
21
D. CURRENT TEACHING ASSIGNMENT
The Institute survey asked beginning teachers about their current teaching
assignments (including out-of-endorsement teaching), the type of school where they
are teaching, and reasons they might consider leaving teaching.
22
Three Quarters of Teachers Obtained Jobs Near
(150 Miles or Less) Their College of Education Program
27%
Obtained Job 150
Miles or More Away
From College of
Education Program
73%
Obtained Job Near
College of Education
Program
WSIPP 1999
The Percentage of Minority Teachers Has Increased at a Slower Rate

Than the Percentage of Minority Students in Washington State
30%
K-12 Student Minority Population

K-12 Teacher Minority Population
25% 24%
23%
23%
21% 21%
20%
20% 19%
19%
18%
17%
16%
15%
10%
9% 10%
10% 9% 9%
8%
7% 7%
5% 6% 6%
5%
0%
1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998
WSIPP 1999
Source: OSPI Student Enrollment Data and Teacher Employment Data 1988-98.
23
Forty Percent of Beginning Teachers’ Surveyed
Are Working at the Elementary Level
35% 33%
30%
25%
20%
15%
12%
10% 9% 8%
7% 8% 8%
6%
5% 3%
2% 2% 2%
0%
WSIPP 1999 Teachers' Primary Area of Responsibility

Three Quarters of Beginning Teachers Are Not

Teaching Outside Their Endorsement Area
80%
73%
70%
60%
50%
40%
30%
20%
8% 9%
10% 7%
4%
0%
None Less than 10% 10-25% 26-40% More than 40%
WSIPP 1999
24
Three Quarters of the Schools In Which Teachers
Work Are Involved in Education Reform
2% Not At All
15%
Slightly
45%
A Lot
38%
Somewhat
WSIPP 1999
Most New Teachers Said They Were Unlikely to Leave Teaching in Next Five Years
8%
Very
Likely
18%
Somewhat
Unlikely
52%
Very Unlikely
22%
Somewhat
Unlikely
WSIPP 1999
25
Forty-Three Percent of New Teachers Cited “Salary”
As Top Reason They Might Leave Teaching
Salary level 43%
Main Reason to Leave Teaching

Family 15%
in the Next Five Years Limited opportunities for career growth
14%
or other career interests
Lack of administrative support 11%

Student discipline problems 10%
High expectations for student
4%
performance
Isolation from colleagues 3%

WSIPP 1999
26
Part II
Principals
A. STUDENT TEACHING
The Institute survey asked principals to assess the preparation beginning teachers
received from the colleges of education, the extent of the partnerships between
school districts and colleges of education, and the ability to recruit cooperating
teachers.
• School districts provide an opportunity for student teachers to obtain the “hands on”
experience that they most value in their teacher education programs.
• In the Institute’s case studies and surveys, both teachers and principals wanted to
have longer student teaching experiences, preferably lasting an entire school year.
Several Washington teacher preparation programs have started Professional
Development Schools where teacher candidates participate in K-12 classrooms all
year and also receive most of their college work on the school site.
• According to the beginning teachers’ survey, cooperating teachers rank very high in
terms of their assistance to the student teacher. To be a cooperating teacher takes
extra time, yet many teachers are willing to undertake this role in spite of the time
demands.
28
Eight-Five Percent of Principals Surveyed Had Student
Teachers in Their Buildings Over the Last Three Years
15%
No
85%
Yes
WSIPP 1999
Source: Principal Survey
Two Thirds of Principals Rated Their Student Teachers as Very Good or Excellent
6%
Fair 11%
Excellent
31%
Good
52%
Very Good
WSIPP 1999
29
Over Two-Thirds of Principals Did Not Find It
Difficult to Recruit Cooperating Teachers
31%
Yes
69%
No
WSIPP 1999
Two-Thirds of Principals Provide Incentives

(Primarily Stipends) to Cooperating Teachers
38%
No 62%
Yes
WSIPP 1999
30
Most Cooperating Teachers Did Not
Receive Any Specific Training
17%
Yes
83%
No
WSIPP 1999
Principals Rate Knowledge Higher Than Skills for What

Teachers Learned in Teacher Education Programs
Skills
Poor
Knowledge
Fair
Good
Very Good
Excellent
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

WSIPP 1999
31
B. COLLEGE TEACHER EDUCATION PROGRAMS
The Institute survey asked principals about their impressions of the colleges of
education preparation of their beginning teachers, the extent of the partnerships
between school districts and colleges of education, and the challenges of recruiting
in subject areas.
32
Principals Reported That Faculty Had Some Follow-up
With Former Students but Little Contact With Principals
60%
Yes
52%
No
50% Don't Know
44%
42% 42%
40%
36% 37% 36%
30% 28%
25%
24%
20%
20%
16%
10%
0%
Survey Visit Provide Consult
Graduates Graduates Advice With You
WSIPP 1999 Types of Follow-up

One Quarter of Principals Reported That Teacher

Education Faculty Participate in Their Schools
4% A Lot
17%
Don't Know
19%
Some
60%
Not At All
Note: Many school districts are not close to a college of

education, which obviously restricts the ability of college
WSIPP 1999
faculty to participate in their classrooms. Principals
Source: Principal Survey welcome the participation of college faculty in their schools.
33
Half the Principals Reported That Their Teachers Participate
Some or A Lot in College Teacher Education Programs
5% A Lot
24%
Don't Know
45%
Some
26%
Not At All
WSIPP 1999
Principals Were Highly Supportive of Teacher Tests for Initial Certification
92%
91%
90%
90%
88%
86%
84%
82%
81%
80%
78%
76%
74%
Basic skills Subject area Pedagogy
WSIPP 1999
34
Elementary Principals Found Teachers Were
Most Likely To Be Prepared in the “Basics”
45% 42%
40%
34% 33%
35%
30%
25% 22%
20%
15% 14%
15%
10% 8%
5%
5% 2%
0%
WSIPP 1999
Secondary Principals Found It Difficult to Hire Qualified

Teachers in Special Education, Math, and Science
70%
63%
60%
50%
40% 36% 36%
30%
20%
10%
3% 3% 3% 3%
1%
0%
WSIPP 1999
35
C. TYPE OF ASSISTANCE FOR BEGINNING TEACHERS
The Institute survey asked principals their impressions of beginning teacher

assistance programs in their school districts. Specifically, the principals provided a
different perspective compared to the beginning teachers on whether these
programs make a difference in improving beginning teachers’ knowledge and skills.
36
Majority of Principals Reported Assistance Programs
Improved the Effectiveness of Beginning Teachers
Get through the first year 73%
Manage a classroom 63%
Incorporate EALRs 61%
Increase subject area

expertise
56%
Teach diverse students 52%
Assess student learning 52%
0% 10% 20% 30% 40% 50% 60% 70% 80%
WSIPP 1999
37
D: ADDITIONAL COMMENTS
What Should Teacher Education Programs Do Differently in Preparing

Beginning Teachers?
• The Institute survey asked principals what teacher education programs could
do differently.
Three top issues for principals:
1. More focus on all kinds of assessment, but especially performance

assessment.
“The complexity of the educational process and the standards/performance based

accountability requires entry level teachers to be more proficient in assessment and
understanding how to get results in the area of student achievement.”
“Emphasize assessment/instruction link. How assessment is an integral part of

instruction.”
2. Greater classroom management skills.
“Classroom awareness and management continues to be the main downfall of

beginning teachers.”
“Better prepare new teachers to deal with classroom disruption and better manage
their classrooms.”
3. Longer student teaching experiences. One year would be best.
“I believe the student teaching experience has a direct and strong impact upon a
candidate’s future success. This experience needs to be longer with higher and
increased expectations …”
“I really believe the student teacher experience should last one full year from start to
finish. We are setting up for failure even the most enthusiastic, bright, and energetic
students by expecting them to magically acquire all the skills and knowledge in a few
short months.”
38
Additional comments from principals:
• Roles and Responsibilities of Teachers
“We need good teachers—it is a tough job. They need to have excellent instructional skills,
communication skills, positive classroom management, and be able to manage a variety of
student needs.”
“In general beginning teachers are not adequately prepared to: 1) teach EARLS, 2) use a
variety of assessment techniques, 3) accommodate students with disabilities, and 4) use
their subject matter as a vehicle for critical thinking, reading, writing, and communication.”
• Stronger partnerships between teacher preparation programs and schools.
“I don’t feel college-level personnel in the education departments do nearly enough to

involve professionals in the field in their education classrooms.”
“There seems to have been a major disconnect between what colleges/universities promote
and the needs of real classroom teachers.”
• College programs are different.
“Different schools prepare their students at different levels. There are some poor programs,
but there are exceptionally strong ones as well.”
“There seems to be significant variance in the preparation of students from different

programs, thus I wonder about the standards currently in effect.”
• Support for Master in Teaching programs.
“Our very best teachers come out of the MIT program.”
“I like the year long MIT program because of the extended time in the classrooms.
However, this is not affordable for most.”
• Support for First-Year Teachers
“New teachers have been successful during their first year at our school partly due to the
amount of support given by other teachers at that particular grade level. They meet weekly,
sometimes daily basis. Several new teachers have commented to me that their success
was due to hard work and the willingness of the other experienced teachers help in any
way.”
“Beginning teachers need more support in their first years of teaching. They need paid time
for support groups, extra district training and reduced work loads. They struggle no matter
how well prepared they are.”
39
APPENDIX A: ADDITIONAL INFORMATION ON SURVEY AND
OSPI DATA SOURCES
Beginning Teacher Survey. Beginning teachers were surveyed1 in February 1999. The
purpose of the survey was to learn:
♦ How well beginning teachers are being prepared to help students succeed under the
state’s new academic standards; and
♦ What beginning teachers value in their teacher education programs and beginning
teacher assistance programs and what changes they would recommend.
This survey was mailed to approximately 3,600 teachers who:
♦ Graduated from Washington teacher preparation programs;

♦ Received their initial teaching certificate between June 1996 and June 1998; and
♦ Currently work in Washington public schools.
Principal Survey. All principals in Washington public schools were surveyed in February
1999. The purposes of the survey were to learn:
♦ How well principals thought their beginning teachers and student teachers were
trained by the colleges of education;
♦ If principals have difficulty recruiting teaching staff; and
♦ What types of beginning teacher assistance programs their districts offered.
This survey was mailed to approximately 1,800 principals.
Fifty-four percent (1,942) of the teachers and 65 percent (1,187) of the principals responded
to the surveys.
Certification and School Building Employment Data. In addition to the beginning

teachers survey, the Institute examined OSPI’s Certification and School Building
Employment data base to analyze trends on 58,800 teachers who obtained an initial
certificate for teaching from 1988-1998.
1
The Beginning Teacher and Principal surveys were conducted for the Institute by the Social and
Economic Sciences Research Center at Washington State University.
40

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Survey Responses From Washington State’s

Principals and Beginning Teachers: A Chartbook

Washington State Institute for Public Policy

Part I: Beginning Teachers

Part II: Principals

Appendix A: Additional Information on Survey and OSPI Data Sources ............................ 40

A. Career Pathway to Teaching;

• Traditionally, young people who sought to become teachers completed education

• The Legislature authorized a Master in Teaching degree at universities and colleges

The Percentage of Teachers Obtaining a Master’s Degree for

20% 18% 18%

Over 50 Percent of Beginning Teachers Surveyed Reported a

1% Less Than 2.4 GPA

Social Science 21%

Visual and Performing Arts 3%

0% 5% 10% 15% 20% 25% 30% 35% 40%

• In Washington, the 22 colleges of education that prepare beginning teachers are

• Education reform places new emphasis on teachers using assessment of student

Below Expectations At or Above Expectations

-60% -40% -20% 0% 20% 40% 60% 80% 100%

Over One-Third of Teachers Spent 20 or More Weeks in K-12 Classrooms

Less Than 5 Weeks

0% 10% 20% 30% 40% 50% 60% 70% 80%

Almost Three Quarters of Student Teachers’ Cooperating Teachers

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Teacher Education Programs Use Observations As the

One Third of the Candidates Had to Demonstrate Positive Impact

Note: The State Board

Over Half of Teachers Receive An Endorsement in Elementary Education

• Assistance programs include the assignment of an experienced mentor teacher,

• One of the most consistent findings in studies of beginning teacher assistance

• A competent, experienced colleague can provide practical advice about effective

• It is unclear how effective a mentor could be as coach or advisor without watching

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

More Than Half the Beginning Teachers Never or Rarely

0% 5% 10% 15% 20% 25% 30% 35% 40%

• Training typically covers topics of interest to the beginning teacher, such as

Most Common Topic for Beginning Teacher Training: Orientation

0% 20% 40% 60% 80% 100%

Impact of Mentors Impact of Training

What Beginning Teachers Said Would Significantly Improve

• Observations: In Washington, principals are required to observe teachers at

Most Beginning Teachers Reported Their First Year Teaching Assignment

Beginning Teachers Report That Assistance

Get through the first year 51%

Manage a classroom 46%

Increase subject area

Incorporate EALRs 35%

Teach diverse students 35%

Assess student learning 33%

Decide to stay in teaching 28%

0% 10% 20% 30% 40% 50% 60%

The Percentage of Minority Teachers Has Increased at a Slower Rate

K-12 Student Minority Population

WSIPP 1999 Teachers' Primary Area of Responsibility

Three Quarters of Beginning Teachers Are Not

Salary level 43%

Main Reason to Leave Teaching

Lack of administrative support 11%

Isolation from colleagues 3%

Two-Thirds of Principals Provide Incentives

Principals Rate Knowledge Higher Than Skills for What

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%