Schools play a critical role in giving students access to college and career information and resources. What do U.S. high school educators think about the quality and availability of the resources that their schools provide?
Teachers are largely responsible for implementing social and emotional learning (SEL) programs and policies. How do teachers in Massachusetts feel about the importance of SEL? And what are their opinions on approaches to and support for SEL instruction?
Most principals and teachers surveyed agreed that their preservice training prepared them to lead a school or teach in a classroom, but just over 60 percent of them felt prepared to support nonwhite and low-income students. White educators felt less prepared than their nonwhite peers.
To serve students with high-incidence disabilities, teachers need a supportive school culture, collaboration and planning time, resources and training, access to data, and tools for using data. Survey data sheds light on the extent to which these supports are available to general and special educators in U.S. schools.
Most U.S. educators believe that social and emotional learning (SEL) improves student outcomes and school climate. They agree that students should develop and apply skills like managing emotions and setting and achieving positive goals. But teachers tend to assign greater importance to SEL skills than principals.
In recent years, the availability of resources to address the concept of social and emotional learning (SEL) has expanded in U.S. schools. What are educators' opinions of SEL? And what SEL-related programs, practices, and assessments are they implementing?
Have Common Core State Standards changed what teachers think and do? Survey findings suggest that states must do more to support teachers' knowledge about standards and standards-aligned practices. Online venues may be a good way to provide such support.
Teachers are eager to engage their students in Common Core State Standards for mathematics if they have the knowledge and tools they need to do so. They need access to high-quality instructional materials and help in distinguishing whether these materials are aligned with the standards.
Education leaders across the United States have revised their policies in an effort to enhance the quality of teacher evaluation measures and instructional practices. A unique survey asked teachers about their perceptions of the feedback they receive and the evaluation systems at their schools.