IA Teachers: Take the survey and share your feedback on the education system

A staggering 55 percent of educators are thinking about leaving the profession earlier than they had planned, according to a National Education Association (NEA) survey of its members released on Tuesday. This represents a significant increase from 37 percent in August and is true for educators regardless of age or years teaching, driving buses, or serving meals to students.

The BLS Job Openings and Labor Turnover survey found that the ratio of hires to job openings in the education sector reached new lows as the 2021-22 school year started. It currently stands at 0.59 hires for every open position, a large decrease from 1.54 in 2010 and 1.06 in 2016.

IA Teachers: Take the survey

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According to the NEA Survey, three-fourths of members said they've had to fill in for colleagues or take other duties due to these shortages. Furthermore, 80 percent report that unfilled job openings have led to more work obligations for the educators who remain.

According to the NEA survey, 91 percent say that pandemic-related stress is a serious problem for educators and 90 percent of members say feeling burned out is a serious problem, with 67 percent saying it's very serious.

The survey also asked respondents about COVID's ongoing impact on their schools. Even amidst the Omicron surge, more than a third of educators say mask and mitigation policies have been eased since the beginning of the 2021-22 school year. Inadequate ventilation remains a top concern. Only 38 percent of educators reported having improved ventilation in their schools and only 28 percent believe their school's ventilation system provides them with enough protection.

In August 2014, researchers at the Harvard Graduate School of Education and Panorama Education launched a first-of-its-kind collaboration to develop a valid and reliable survey tool to measure student perceptions of teaching and learning. Our goal was to develop a survey instrument that would be grounded in the most advanced survey methodology and make it freely accessible for classroom teachers.

The comprehensive survey covers nineteen key topics: from pedagogical effectiveness and school climate, to student engagement and growth mindset. Thousands of teachers have used the survey as a formative tool, educators have used it to assess the effectiveness of their interventions, and districts have used it as part of educator evaluation systems.

Survey translations are available in 12 languages and our team can work closely with your school or district to support additional translations. For school and district leaders interested in advanced data analysis and survey reporting programs, learn more about our products.

Teachers from Maine and Arizona describe their experiences using the Panorama Student Survey to get feedback and learn from their students. The teachers discuss how they engage students in the student survey process and how they use the results to guide self-reflection and improvement.

The Panorama Student Survey was developed under the leadership of Dr. Hunter Gehlbach, Professor and Vice Dean at the Johns Hopkins School of Education and Senior Research Advisor at Panorama Education. Dr. Gehlbach is a leading survey methodologist and education researcher, and a former high school social studies teacher.

The research team followed a rigorous survey development process that involved multiple rounds of piloting and refinement, following cognitive interviews with students, an extensive review of survey literature, and feedback from experts around the country.

In the fall of 1999, 2002, 2005, 2008, 2010, 2012, 2014, 2016, 2018 and 2021 students in the 6th, 8th, and 11th grades across the state of Iowa answered questions about their attitudes and experiences regarding alcohol and other drug use and violence, and their perceptions of their peer, family, school, and neighborhood/community environments. In 2008 the survey was administered online for the first time.

Iowa Youth Survey reports list responses to every question on the survey, providing total percentages and breakdowns by grade and gender. Reports in 2016 and 2018 include trend data on several variables instead of separate trend reports.

Created in 2019, the Iowa Youth Health Assessment Program administers three surveys related to student health. Together these surveys provide necessary data for state and community stakeholders to make data-driven funding, policy and program decisions. The surveys are: the Iowa Youth Risk Behavior Survey (YRBS), Iowa Youth Survey (IYS), and School Health Profiles.

After multiple years of being administered by the Iowa Department of Education, the survey became incorporated into the work of the Iowa Department of Public Health's Bureau of Public Health Performance in 2018.

The School Health Profiles (Profiles) is a system of surveys assessing school health policies and practices. Profiles surveys are conducted biennially, in the spring of even numbered years, among middle and high school principals and lead health education teachers. Profiles monitors the current status of:

The State Education Department has distributed a survey asking teachers what they think of the standards. A teacher in Iowa asked me to post the survey link. Please review the standards and express your views about them.

This page provides anglers and other users access to fish survey data collected by Iowa Department of Natural Resources (DNR) fisheries staff during electroshocking and netting surveys on lakes, rivers and streams. Information available includes survey summaries from individual lakes and rivers, fish species length across lakes, and fish length and weight data. Additional data and summaries will be available in the future.

Students will take the survey at surveys.panoramaed.com/dcps using their student ID as an access code. Most schools will administer the survey in class. Parents and guardians have the right to opt students out of the survey via a Microsoft Form that opened on October 3. The deadline to opt out is October 21. Click below to view details and instructions.

The 2022 Panorama Survey Report reviews spring 2022 survey highlights, trends, and more. Explore district-level results for student and family surveys in more detail at bit.ly/dcpsresults. The dashboard includes current and past survey data, including subgroup and question-level breakdowns.

DCPS laid out a vision in A Capital Commitment that every student will feel loved, challenged, and prepared to positively influence society and thrive in life. The Panorama Survey, administered yearly since 2017-18, was developed by DCPS in partnership with Panorama Education to measure progress toward that goal and gather feedback from our community. It replaced the previous Stakeholder Survey.

The fall survey is for students in grades 3 and up only. In the spring, students in grades 3 and up, families of students in all grades, teachers, non-instructional school staff, and Central Office staff all take Panorama surveys.

Parents and guardians have the right to opt students out of the survey. Students 18 or older can opt themselves out of the survey. A letter with opt-out instructions is shared with families in the weeks before each student survey opens.

The survey for students asks questions about how students perceive themselves, their social emotional competencies, and their schools. The surveys for families and staff ask about their engagement and experiences with DCPS. Explore results for each scale and question at bit.ly/dcpsresults. View the content of the student survey here:

Results of the survey of 133 science teachers from 54 public and private schools and one Area Education Agency in Iowa are anecdotal because the sample was not large enough to demonstrate a trend with certainty. But they offered a snapshot from Iowa into how differently teachers teach the subject, a result that is similar to results in a National Center for Science Education study the journal Science published in February.

Forty-three teachers, or 33 percent in the survey, said climate change should be taught as scientific fact but that teachers should acknowledge those who question whether or not it exists. Only 26 of the 133 surveyed, or 20 percent, said climate change should be taught as a fact.

The IowaWatch/Tiger Hi-Line survey also was answered by 245 students in six Iowa high schools and one middle school. Some of those interviewed said they feel a sense of urgency about climate change.

Fifty-six students, or 40 percent, of the students responding to the Iowa survey said climate change should be taught as scientific fact but while acknowledging those who question whether or not it exists. Another 47 students, or 33 percent, said climate change should be taught as theory but that students should be told about the variety of thought that exists without conclusions on which theory is right or wrong.

Close to one of three teachers in the Iowa survey, or 32 percent, said human activity is the primary cause for global warming and climate change and should be included in lessons. Two of three, 67 percent, said they recognized human causes but that teachers should make it clear that there are competing theories.

IowaWatch and the Cedar Falls High School Tiger Hi-Line conducted an informal survey of Iowa teachers and students to examine their perspectives on climate change and how it should be taught in the classroom.

To understand how teachers are spending their time today and how that might change in a more automated world, we surveyed more than 2,000 teachers in four countries with high adoption rates for education technology: Canada, Singapore, the United Kingdom, and the United States. 8 8. Teachers surveyed by country: 501 in Canada, 134 in Singapore, 509 in the United Kingdom, and 1,028 in the United States. We asked teachers how much time they spend on 37 core activities, from lesson planning to teaching to grading to maintaining student records.

This, however, is no small task. It will require commitment across a broad range of stakeholders, including governments, school leaders, technology companies, and, of course, teachers and learners themselves. Four imperatives stand out as schools move to adopt technology wisely: target investment, start with easy solutions, share what is working, and build teacher and school-leader capacity to harness technology effectively. 2ff7e9595c