The authors designed and administered a survey to new teachers entering the Philadelphia school system in 2002 in order to gather information about the teachers’ experiences with hiring, school placement, class and grade assignment, school start-up, supplies, and the overall environment in their school. The survey, which was completed by 366 teachers at a new teacher induction session on October 23rd, 2002, also contained questions about the teachers’ credentials, prior teaching experience, and certification status. (As of the end of October 2002, the District had hired a total of 598 new teachers). This report presents findings from the first stage of analysis of the data from the survey. The data showed the following: many teachers are hired late, often after the start of the school year, and most do not know where they will be teaching until shortly before or even after school starts; new teachers are given minimal support before school starts and in the early weeks (e.g., lack of essential supplies and paperwork, no contact with mentor, no professional development); greater than 50 percent of new teachers hired had no prior teaching experience other than student teaching and 50 percent have emergency certification. However, in general teachers did report that they felt their schools were safe, clean, and reasonably calm, and that they themselves were able to manage their classes effectively.
Preliminary Results: Philadelphia New Teacher Survey
Ruth Curran Neild , Kurt Spiridakis
Date: November 2002
Related Publications
Publication
Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program
Dae Y. Kim, Karin Gegenheimer
Publication
Children’s Literacy Initiative’s Blueprint for Early Learning: Evaluation Report
Alyn Turner, Jill Pierce, Kendall LaParo
Publication
Virtual Approaches Hold Promise for Expanding Afterschool Art Programming
Wendy McClanahan, Tracey A. Hartmann
Publication
Small but Mighty: Lessons from Black Teachers’ Experiences in Allegheny County
Siettah Parks, Kevin Burgess, Leana Cabral, Mary Eddins, Alita Robinson
Publication
Allegheny County Teacher and Student Demographics: 2022-23 Update
Mary Eddins, David Lapp, Anna Shaw-Amoah
Publication
Top 5 Insights from RFA’s Community Research Partnership: Becoming a Community-Engaged Research Organization
Kate Callahan, Saxon Nelson
Publication
Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School
David Bamat, Sean Vannata, Lindsey Liu, Molly Schlesinger, Alyn Turner
Publication
Setting the Stage: Practical Ideas for Implementing High-Quality Afterschool Arts Programs
Tracey A. Hartmann, Wendy McClanahan, Jill Pierce
Publication
Pennsylvania School Funding and School Staffing Disparities
David Lapp, Anna Shaw-Amoah
Publication
State Funding to Support Out-of-School Time Programming in Pennsylvania
Mark Duffy, Tracey A. Hartmann
Publication
“Worn & Weary” Black Teachers’ Storied Experiences and Recommendations around their Attrition and Retention in Philadelphia Schools
Leana Cabral, Lynnette Mawhinney, Jill Pierce, Carmina Hachenburg
Publication
Changing the Finish Line: Implications of new graduation requirements in the School District of Philadelphia
Sean Vannata, Anna Shaw-Amoah, Molly Pileggi, Molly Schlesinger, Theodore Wills, Roland Reyes, Alyn Turner