Pan-Canadian Teacher Induction Survey

Pan-Canadian Teacher Induction Survey

Methodology Data Cleaning Descriptive Statistics (percentages, means, standard deviations) N = Entire Sample (1343), n = sample used for specific data

Respondents By Province

N= 1343, n= 1330 Age of Respondents

Gender of Respondents [CATEGORY NAME] - [VALUE] [CATEGORY NAME] - [VALUE] N= 1343, n= 1336

Academic Credentials Amount of People 1400 1200 1000 800 600 400 200 0 1281 364 67 43 11 B. Ed M. Ed. M.A. Ph. D. or Ed. D Other Credentials Academic Credentials N= 1343, n= 1341

Institution of Teacher Education University of Alberta 15% Other 44% Queen's University 13% University of British Columbia 8% University of Ottawa 3% University of Lethbridge 4% University of Prince Edward Island 4% Simon Fraser University 5% Nipissing University 4% N= 1343, n= 1276

Province of Accreditation Outside of Canada North West Territories Nunavut Prince Edward Island Nova Scotia New Brunswick Newfoundland and Labrador Sasketchewan Manitoba Quebec British Columbia Alberta Ontario 0.15% 0.30% 1% 1% 1% 2% 3% 4% 5% 5% 18% 0% 5% 10% 15% 20% 25% 30% 35% 40% 23% 38% N= 1343, n= 1320

Province Currently Teaching In Yukon Outside of Canada North West Territories Nunavut Prince Edward Island Nova Scotia New Brunswick Newfoundland and Labrador Sasketchewan Manitoba Quebec British Columbia Alberta Ontario 0% 1% 1% 0.38% 0.38% 0.38% 1% 2% 4% 5% 6% 0% 5% 10% 15% 20% 25% 30% 35% 18% 27% 33% N= 1343, n= 1332

Province of Accreditation VS Province Currently Teaching in 40% 35% 30% 25% 20% 15% 10% 5% 0% Province of Accreditation Province Currently Teaching In

Experience as Occasional Teacher No 15% Yes 85% N= 1343, n= 1332

30% If So, Duration of Experience as Occasional Teacher 28% 25% 20% 19% 22% 15% 15% 10% 8% 9% 5% 0% Less than 1 year 1 year 2 years 3 years 4 years 5 years N= 1343, n= 1152

Years Teaching Fifth Year 20% First Year 20% Fourth Year 16% Second Year 23% Third Year 21% N= 1343, n= 1330

Grade Level Experience 50% 45% 40% 41% 35% 41% 41% 43% 45% 45% 46% 47% 44% 42% 40% 37% 35% 30% 25% 20% 15% 10% 5% 0% N= 1343, n= 1339 14%

Current Grade Level 30% 25% 25% 23% 21% 21% 20% 21% 21% 21% 23% 26% 25% 22% 20% 16% 15% 10% 5% 0% N= 1343, n= 1335 16%

Teaching Within Subject Area 70% 60% 63% 50% 40% 37% 30% 20% 10% 0% Teaching Outside Their Subject Area Teaching Their Subject Area N= 1343, n= 1334

N= 1343, n= 1334 Ratio of People Currently Teaching Outside of the Grade Level Trained For

Length of Time at Current School 5 years 4% 4 years 5% 3 years 10% 2 years 22% 1 year 23% Less Than 1 year 37% 0% 5% 10% 15% 20% 25% 30% 35% 40% N= 1343, n= 1315

Teaching Outside of the Typical Classroom Setting N= 1343, n= 892

Location of Current School 400 350 300 250 200 150 100 50 0 Large City Small City Suburban Area Town Rural Remote Northern N= 1343, n= 1330

Designated and Receiving Funds as a High Needs School Yes 14% Don t Know 46% No 40% N= 1343, n= 1329

Type of Support as a Beginning Teacher 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 82% 73% 60% 56% 49% 45% N= 1343, n= 1329 45% 37% 47% 40% 43% 27% 18% 7% 5%

Source of Support Community Organization 1% Other 4% Provincial Government 5% My School 37% Teacher's Union/ Federation 18% District Schoolbard / School Divisions 35% N= 1343, n= 1312

N= 1343, n= 1299 Most Beneficial Type of Support Received

Has Support Met Your Needs? Yes No Somewhat N= 1343, n= 1159 Strong Formal Programming New Teacher Orientation, PD Colleague Support Colleagues Listen, Resources from Colleagues, Collaborate with Colleagues, Informal Colleague Support, Experienced Mentor Support, Colleague Observation, Support from Above Administration Support, Administration Feedback, District Support, Union Support Personal Experience Planning Time, Feeling Comfortable/Confident Lack of/poor Formal Programming Too Much Time Away, Orientation, No Mentor, Had to Seek Support, Inadequate Planning Time (pre-and during teaching), PD Colleague Support No resource sharing, poor relationship with mentor, No observation Lack of Support from Above Administration not Supportive, Poor Implementation of Support, Student Needs Personal Experience Expectations not Communicated, Feeling Undervalued, Feeling Isolated, Afraid to Seek Help, Support Added Stress

New Teacher Experience N= 1343, n= 1317 N= 1343, n= 1315

New Teacher Experience N= 1343, n= 1322 N= 1343, n= 1307

New Teacher Experience N= 1343, n= 1304

Have You Had a Mentor? Multiple Formal Mentors 1.7% N= 1343, n= 926

Mentorship N= 1343, n=1125 N= 1343, n=1118

Mentorship N= 1343, n= 1122 N= 1343, n= 1120

Mentorship N= 1343, n= 1121

Mentorship N= 1343, n= 1120 N= 1343, n= 1115

Mentorship N= 1343, n= 1107

Mentorship N= 1343, n= 1116 N= 1343, n= 1112

Mentorship N= 1343, n= 1117 N= 1343, n= 1115

In What Ways Has Your Mentor Been Most Valuable To You and Your Teaching? Collaborating Guiding Teaching Guiding Non-Teaching N= 1343, n= 854 Report Cards, Planning, Developing Resources Resources, Modeling Teaching, Modeled Communication, Feedback, Advice, First-Time Experiences (parents, failing), Advocating, NonTeaching Related (Admin), Routines and Procedures, Encouragement, Network, Pushing, Answered Questions, Information About Students, Emotional Support

What Challenges, if any, Have You Experienced With Mentoring Processes, Structures, or Relationships? N= 1343, n= 757 Processes Time to Meet, Information not Passed On, Knowing our Responsibilities, Added More Work Structures Wanted Observation, Wanted Feedback, Out of Subject Area/Grade, Budget to Fund Meet-Ups, Not Enough Formal Activities Related to Mentorship, Not Within School, Feeling Beneath Someone Relationships Different Styles/Personalities, Mentor didn t care, Mentor did not share Resources,

Administration N= 1343, n= 866

Administration N= 1343, n= 868 N= 1343, n= 872

Administration N= 1343, n= 864 N= 1343, n= 874

Administration N= 1343, n= 1193 N= 1343, n= 1195

Administration N= 1343, n= 1196 N= 1343, n= 1181

Administration N= 1343, n= 1192

I Know My Current School Administrator Wants Me To Succeed Because Verbalized Gives Advice, Encourages, Wants Me here, Clear About Goals and Hopes for Me, Positive Feedback, Assures me it is OK when things happen Demonstrated Provides Support, Available to Talk, Offered Contract, Cares About Me, Collaborates, Observes, Opportunities for PD, Checks In, Helped Through Evaluation Process, Listens, Recommended for Work, Wants School to Succeed, Trust, Pushes/Challenges, Covers Classes Don t Know N= 1343, n= 859

Administration N= 1343, n= 1110 N= 1343, n= 1071

Administration N= 1343, n= 1094 N= 1343, n= 1145

Administration N= 1343, n= 1141

Career Development N= 1343, n= 1127 N= 1343, n= 1139

Career Development 1% N= 1343, n= 1132 N= 1343, n= 1128

Career Development 1% N= 1343, n= 1124 N= 1343, n= 1134

Career Development N= 1343, n= 1124 N= 1343, n= 1114

Career Development N= 1343, n= 1121 N= 1343, n= 1097

Career Development N= 1343, n= 1107 N= 1343, n= 1064

Career Development N= 1343, n= 1103 N= 1343, n= 1062

Where Does The Expectation For You To Engage In Professional Learning And Development Come From? N= 1343, n= 892 Senior Administration (pressure, encouragement), board, teaching quality standard, provincial government Colleagues Recommended, professional teachers association (ATA) Personal Desire to help students, desire to grow, desire to stay current

In Your First Years Teaching, What Have You Found To Be The Best And Most Effective Source For Your Professional Development? N= 1343, n= 953 Personal ventures Social media, online resources, the classroom, time to focus on personal growth External sources Other teachers (observations, conversations, collaborations, informal mentorship), embedded PD (conferences, content sessions, mentorship sessions, school based PD, new teacher program), resource sharing, ATA, school district publications, external learning centers

Career Development 1% N= 1343, n= 1123 N= 1343, n= 1160

Career Development 1% N= 1343, n= 1140 N= 1343, n= 1064

Career Development 1% 0.3% 1% 1% N= 1343, n= 1163 N= 1343, n= 1052

Career Development 0.08% 0.2% 0.6% 0.8% N= 1343, n= 1164 N= 1343, n= 1161

Career Development 0.4% N= 1343, n= 1153

What Factors Have Been Instrumental In Your Continuing In The Teaching Profession? N= 1343, n= 894 Internal Self-reflection, work/life balance, reminding self of limits, income, hope for change, passion (teaching, subject area, helping students), enjoyment, feeling capable, desire to improve, identity, don t want to give up, lifestyle (hours, summer), rewarding job, challenge, faith (religion) External Students, colleague support, administration, PD, counseling, community (school), family support (friends)

What Helps You To Sustain Your Own WellBeing And Flourish Or Thrive As A Beginning Teacher? N= 1343, n= 916 Personal Work/life balance, confidence in abilities, passion, good sleep, daily successes, physical activity, faith, working nights and weekends (planning), perspective/tempered expectations, organization, work ethic, time for reflection, prep time Staff Mentor, positive environment (work), asking for help, administration support, resource sharing, collaboration with others, colleague support Structures Part-time work, sick days, professional learning time, students

How Do You Feel The Intensity And Pace Of The Work Of Teaching Has Affected Your Induction And Socialization? N= 1343, n= 850 Personal Want more downtime at home, fatigue (physical and mental), negative impact on social life, affected family time, better over time, become introverted, feeling isolated, Work No social life because working too much, busy, school community social life has improved and personal social life has declined, no time for extra curricular, always extra jobs (supervision), work is all consuming, staff rooms are negative zones, become more negative, workload too intense, teachers become friends because they understand demands, tough at certain times (report cards)

What Advice Would You Give A Teacher Just Starting His/Her Career? N= 1343, n= 923 Internal Make it through first (year, 4 months), temper expectations, take risks, advocate for yourself, have fun, don t take things personally, pace yourself, don t expect affirmations, make sure it is for you, prioritize, exercise, expect change, expect criticism External Ask questions, find balance, plan, don t be afraid to teach differently (than mentor), go electronic, find mentor, find good resources, try substitute teaching, know the curriculum, know the students, hands on activities, pick your battles, live close to the school, get involved in the school community, communicate with parents

If You Were A Mentor To A Beginning Teacher, What Would You Be Sure To Do? N= 1343, n= 893 Relationship Be encouraging, be honest, be supportive, be approachable, regularly check in, check on personal health, be confidential, do something outside of work together, ask them what they need Teaching/ School-Related Share resources, build their network, observe them/offer observation, show different teaching styles, edit their plans if desired, help with routines (school transition), talk about profession, collaborate (plan, classroom strategies), provide feedback, help with time management, help them deal with administration (advocate)

Is There Anything Else You Think Is Important For Us To Know? N= 1343, n= 518 Support Admin makes a difference, evaluations unfair, lack of resources and support, need more team teaching, school community makes a difference, unfair class assignments Profession Training needs improvement, not paid enough, teacher burnout, mental health of teachers, emphasis on students passing, government changes initiatives too often, Reg. 274 not helpful, expectations for teachers too high, lack of jobs, hiring systems poor, hiring systems inconsistent, lack of specialization, need smaller classes, not enough prep time, parents challenging, teaching is rewarding Mentoring and Induction No mentoring support up north, mentor teachers need more training, want extended mentoring and support, need observation, NTIP too vague, non-permanent staff need support, new teacher support too time consuming, no induction program, apprenticeship model, mentoring makes a difference