We spoke with teachers, instructional coaches, principals and district leaders to learn about shifts in instruction. Our findings indicate that district leaders believe teachers made significant progress implementing the new standards from 2015 to 2016. Still, the majority are still transitioning and developing an understanding of the instructional strategies needed to teach to them.
In the Instructional Shifts domain, we hear from district leaders about teachers’ mastery of the new standards and from teachers about their specific shifts in classroom practice.
Many district leaders believe their teachers know the standards; however, many are still transitioning and developing an understanding of the instructional strategies needed to teach to them.
“We have struggled collecting data on this. We’re putting out an LCAP survey that we’ll be putting out soon, which is going to collect teacher perception data. Generally, on the teacher perception data, teachers will rate themselves fairly high.”
“Math I think they are all doing pretty well, because we’ve been doing it for a while. I would say my middle school teacher because he does six, seventh and eighth is five. He totally is immersed in the math. I would say probably my K1 are about a two, and probably my fifth grade teacher is a two, and then my second, third and fourth teachers are I would say probably a four in math.”
“I’d say my science teachers are more like a three and moving toward four. It’s just there are no instructional materials out yet for science. I definitely think they’ve been working on instructional strategies. They were both in a STEM grant for three years getting some great training about the shifts in instructional strategies and integrating technology into their instruction.”
School District Leader Perceptions of Teacher mastery
ELA & Math 2015-2016
District leaders’ confidence in their teachers’ ELA and math mastery varies across each locale type, declining as population density grows, with rural the highest and city lowest.
CA ATP Survey 2016
The October 2016 ATP survey asked California teachers to indicate the subject(s) they were teaching during the 2016/17 school year. Those who indicated that they teach English-Language Arts (ELA) were asked whether their emphasis on having their students engage in various classroom practices has decreased, stayed the same or increased since the implementation of the California ELA Standards in 2013/14. For each ELA classroom practice, the proportion of California ELA teachers who indicated that their emphasis on it has increased is provided below. Having students:
Among the four classroom practices for which a majority of the full ATP sample of California ELA teachers reported an increasing recent emphasis, here are the differing proportions among responding elementary and secondary teachers:
CA ATP Survey 2016
Those California ATP teachers who indicated that they were teaching mathematics in 2016/17 were asked whether their emphasis on having their students engage in various math practices in the classroom has decreased, stayed the same or increased since the implementation of the California Mathematics Standards in 2013/14. For each math classroom practice, the proportion of California math teachers who indicated that their emphasis on it has increased is provided below. Having students:
Some differences were evident between the responses of elementary and secondary math teachers, however, with lower proportions of secondary math teachers than elementary math teachers tending to report changes in their classroom emphasis (by about 8–15%). For example, among the six classroom practices for which a majority of the full ATP sample of California math teachers reported an increasing recent emphasis, here are the differing proportions among responding elementary and secondary teachers: