2005 ESE Personnel Surveys
CSPD Council Meeting
June 1, 2005
Cathy Hammond, Co-Director
Florida State Improvement Grant
ESE Personnel Survey
2004: 2,311 ESE personnel surveys
2005: 5,863 ESE personnel surveys
# ESE teachers fall 2004: 25,624
Estimated 2005 PDP response rate
100
90
80
70 64.4
60
50 46.9
40
27.6 25.6
30 22.8 19.2 19.1
20 11.4
10 5.9
0
FSU- FIU UCF FGCU UWF UF UNF USF FAU
FAMU
Current positions of personnel
348
840 6.0%
14.5%
489
8.5%
4,106
71.0%
ESE teachers ESE specialists
Related services providers Other
Primary certification of personnel
#
Primary Certification Personnel
ESE K-12 1,449 (33%)
Varying exceptionalities 734 (17%)
Specific learning disabilities 596 (14%)
Mentally handicapped 468 (11%)
Elementary education 370 (8%)
Emotionally handicapped 334 (8%)
No ESE certification 132 (3%)
How met requirements for
Florida certification
8% 2%
11%
38%
13%
28%
ugrad degree grad degree take courses
alt route other state not certified
Experience of personnel
11.7 Average years teaching
Range from 0 up to 43 years
1 yr was mode response but only 7% of total
1,193 (21%) Beginning personnel (less
than 3 yrs.)
4,555 (79%) Veteran personnel (more
than 3 yrs.)
Additional certification/endorsement
to meet requirements of NCLB
12 percent need additional certification or
endorsement
Primary areas include:
• Secondary subject area (31%)
• ESE K-12 (24%)
• ESOL (13%)
• Varying exceptionalities (6%)
• Elementary education (5%)
Additional certification/endorsement
to meet requirements of NCLB
Plan to meet requirements:
• Course by course (38%)
• Test only (29%)
• Alternative route (16%)
• Complete graduate degree (16%)
• Complete undergraduate degree (1%)
Training needed in core
academic subjects
Medium or high need by 36 percent
(n=2,114)
Core subject areas (n=2,114):
• English/language arts: 47%
• Mathematics: 21%
• Science: 21%
• Social studies: 10%
Top 10 professional development
needs of personnel surveyed
Developing the social skills of ESE students with
varying needs
Designing/implementing behavior management
programs/ strategies for ESE students
Developing/implementing inclusive practices
Using technology to support instruction/provide
services
Managing your time effectively: time management;
scheduling, organizational skills; stress management
Top 10 professional development
needs of personnel surveyed
Designing/implementing developmentally
appropriate assessments for IEP goals and
objectives
Understanding student learning styles/brain
compatible instruction
Designing, adapting, implementing scientifically
validated pre-reading/reading instruction
Understanding and using assistive technology
Understanding/implementing effective classroom
management practices
Preferred times and delivery
methods for training
Preferred times
• Release time during school day (71%)
• During the summer (12%)
• After school (12%)
Preferred delivery methods
• Small group training/single day workshop (50%)
• Small group training/multiple day workshop (12%)
• On-line courses (12%)
Top 5 professional development
needs for beginning & veterans
Beginning personnel Veteran personnel
using behavior management developing social skills of
programs/strategies students w/varying needs
developing social skills of developing/implementing
students w/varying needs inclusive practices
managing your time effectively using technology to support
instruction/provide services
understanding student learning using behavior management
styles programs/strategies
effective classroom managing your time effectively
management practices
Top 5 concerns about position
Salary and benefits (71%)
Time for paperwork (71%)
Collaborative planning/instruction (63%)
Teacher-student ratio (52%)
Building support for ESE (45%)
Top 5 concerns about position:
Comparison of 2004 and 2005 results
2004 2005
Concerns Concerns
Salary and benefits Salary and benefits
Time for paperwork Time for paperwork
Collaborative planning/ Collaborative planning/
instruction instruction
District support Teacher-student ratio
Building support Building support
Top 5 concerns about positions for
beginning and veteran personnel
Beginning personnel Veteran personnel
Salary and benefits Time for paperwork
Time for paperwork Salary and benefits
Collaborative planning/ Collaborative planning/
instruction instruction
Level of parental involvement Teacher-student ratio
Teacher-student ratio District support for ESE
FLSIG annual report areas
Concern 2004 2005
See yourself in current
position in 5 yrs?
59% 62%
Yes Yes
Access to quality
professional
40% 38%
development Low to no concern Low to no concern
opportunities.
Satisfaction of
beginning teachers
39% 47%
with Florida preservice Low to no concern Low to no concern
program
Retention of personnel
Issue Next year 5 years
% Yes %Yes
Stay in same 92% 62%
job?
Stay in same 82% 57%
school?
Stay in same 87% 72%
district?
Retention of teachers and
related services personnel
Issue Teacher Rel. Serv.
% Yes %Yes
Stay in same job 91% 94%
next year?
Stay in job in 5 61% 68%
years?
Stay in same 92% 91%
school next year?
Stay in same 64% 63%
school in 5 years?
Retention of beginning and
veteran personnel
Issue Beginning Veteran
% Yes %Yes
Stay in same job 89% 92%
next year?
Stay in same 90% 92%
school next year?
Stay in same job 63% 62%
in 5 years?
Stay in same 63% 65%
school in 5 years?
Retention of alt cert and
degreed personnel
Issue Alt. Cert Degree
% Yes %Yes
Stay in same job 91% 91%
next year?
Stay in job in 5 63% 59%
years?
Stay in same 91% 92%
school next year?
Stay in same 66% 63%
school in 5 years?
Stay in same 85% 80%
district in 5 years?
ESE Paraprofessional Survey
2004: 965 paraprofessional surveys
2005: 1,036 paraprofessional surveys
Grade level assignment
6%
20%
55%
19%
Pre-K-elem Middle-jr High Other
Primary exceptionality of
students
#
Primary Exceptionality Paras
Varying exceptionalities 179 (19%)
Specific learning disabilities 147 (16%)
Emotionally handicapped 111 (12%)
Developmentally delayed 82 (9%)
(ages 3-5)
Educable mentally handicapped 81 (9%)
Autistic 81 (9%)
Major settings
86% percent work in one of three
settings:
• Self-contained classroom (42%)
• General education/inclusion classroom (23%)
• ESE resource classroom (21%)
Level of education
14% 3%
24%
23%
36%
GED High school Some college AA degree BA degree
Experience of paraprofessionals
7.8 Average years teaching
Range from 0 up to 35 years
1 yr was mode response, 16% of total
322 (35%) Beginning paraprofessionals
(less than 3 yrs.)
603 (65%) Veteran paraprofessionals
(more than 3 yrs.)
Top 10 professional development
needs of surveyed paraprofessionals
Understanding/using behavior management
programs for ESE students
Developing the social skills of ESE students with
varying needs
Understanding disabilities
Knowing what to do in medical emergencies
Using accommodations and modifications for ESE
students
Top 10 professional development
needs of surveyed paraprofessionals
Using technology to support instruction
Using effective reading instruction with ESE students
Understanding state and local ESE policies and
procedures
Understanding and using assistive technology
Using effective math instruction with ESE students
Preferred times and delivery
methods for training
Preferred times
• Release time during school day (55%)
• Saturdays/weekends with pay (21%)
• After school (12%)
Preferred delivery methods
• Small group training/single day workshop (43%)
• On-line courses (14%)
• Consultation/mentoring (10%)
Retention of paras and career
plans
Continue working as 844 (91%)
para next year?
Continue working as 556 (61%)
para in 5 years?
Plan to become ESE 363 (40%)
teacher?
Top 5 concerns about position
Good supply of appropriate materials and supplies
(49%)
Administrative understanding and support of ESE
(49%)
Quality of information sharing/communication among
paras, teachers and administrators (47%)
Participation in the professional development
opportunities you want (46%)
Level of teacher support or respect for your efforts
(45%)
Top 5 concerns about positions
for beginning and veteran paras
Beginning paras Veteran paras
Administrative understanding and Good supply of appropriate
support of ESE materials and supplies
Quality of information sharing/ Administrative understanding and
communication among paras, support of ESE
teachers and administrators
Participation in the professional Access to “tools” you need to do
development opportunities you want your job
Good supply of appropriate Quality of information sharing/
materials and supplies communication among paras,
teachers and administrators
Level of teacher support or respect Level of teacher support or respect
for your efforts for your efforts