Title page
Contents
1. What percentage of early-career teachers in public schools reported that (a) they were well prepared for instructional duties and (b) they received support during their first year of teaching? 5
2. How did the percentage of early-career teachers in public schools who reported that they were well prepared for a variety of instructional duties during their first year of teaching vary by their... 7
3. How did the percentage of early-career teachers in public schools who reported that they received additional kinds of support during their first year of teaching vary by their 2011-12 school characteristics? 13
Methodology And Technical Notes 21
References 28
Appendix A: Data Tables 29
Appendix B: Standard Error Tables 33
Table 1. Percentage of early-career public school teachers who reported that they were well prepared for various instructional duties or that they received various supports during the first year of teaching... 25
Table 2. Percentage of early-career public school teachers reporting receiving regular supportive communication with their principal, other administrators, or department chair during their first year of teaching... 26
Table 3. Percentage of early-career public school teachers reporting they were well prepared to handle a range of classroom management or discipline situations during their first year of teaching, by mobility... 26
Table 4. Percentage of early-career public school teachers reporting receiving common planning time with teachers in their subject during their first year of teaching, by mobility status and selected school... 26
Figure 1. Percentage distribution of early-career public school teachers indicating how prepared they reported they were for instructional duties during their first year of teaching, by instructional duty: School year 2011-12 5
Figure 2. Percentage distribution of early-career public school teachers reporting whether they had additional support during their first year of teaching, by kind of support: School year 2011-12 6
Figure 3. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by instructional duty and school classification: School year 2011-12 7
Figure 4. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by selected instructional duty and community type: School year 2011-12 8
Figure 5. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by selected instructional duty and school level: School year 2011-12 9
Figure 6. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by selected instructional duty and student enrollment: School year 2011-12 10
Figure 7. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by selected instructional duty and school poverty level: School year 2011-12 11
Figure 8. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by selected instructional duty and region: School year 2011-12 12
Figure 9. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by selected kind of support and school classification: School year 2011-12 13
Figure 10. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by selected kind of support and community type: School year 2011-12 14
Figure 11. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by selected kind of support and school level: School year 2011-12 15
Figure 12. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by kind of support and student enrollment: School year 2011-12 17
Figure 13. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by kind of support and school poverty level: School year 2011-12 18
Figure 14. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by kind of support and region: School year 2011-12 19
Table A-1. Percentage distribution of early-career public school teachers indicating how prepared they reported they were for instructional duties during their first year of teaching, by instructional duty: School year 2011-12 29
Table A-2. Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by instructional duty and selected school characteristics: School year 2011-12 30
Table A-3. Percentage distribution of early-career public school teachers indicating whether they had additional support during their first year of teaching, by support: School year 2011-12 31
Table A-4. Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by kind of support and selected school characteristics: School year 2011-12 32
Table B-1. Standard errors for table A-1: Percentage distribution of early-career public school teachers indicating how prepared they reported they were for instructional duties during their first year of teaching, by... 33
Table B-2. Standard errors for table A-2: Percentage of early-career public school teachers reporting they were well prepared for instructional duties in their first year of teaching, by instructional duty and selected school... 34
Table B-3. Standard errors for table A-3: Percentage distribution of early-career public school teachers indicating whether they had additional support during their first year of teaching, by support: School year 2011-12 35
Table B-4. Standard errors for table A-4: Percentage of early-career public school teachers reporting receiving additional support during their first year of teaching, by kind of support and selected school characteristics: School year 2011-12 36