Teacher Characteristic Survey (Pre)

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1850-xxxx. Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is voluntary. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the status of your individual form, application or survey, please contact Janelle Sands at the Institute of Education Sciences (IES) at janelle.sands@ed.gov directly.

Thank you for participating in the Regional Educational Laboratory Northeast and Islands’ evaluation of the Visual Access to Mathematics Professional Development (“VAM PD”) program. The following set of questions is expected to take 15 minutes to complete.

PRE Teacher Survey Questions for VAM PD Study

Welcome! First, tell us a little bit about yourself:

1. Do you consider English your first language?

   1. Yes

   2. No

   3. Prefer to self describe:

2. Do you consider yourself proficient in a language other than English?

   1. Yes. Please indicate the language(s) and include any information you would like to share about your proficiency level(s).

   2. No.

3. How many total years (up to and including 2022-23) of experience teaching middle school math do you have?

4. How many years (up to and including 2022-23) of teaching middle school math in Connecticut, do you have?

These next questions ask about the 2022-23 school year that just recently wrapped up:

5. During the past school year, 2022-2023, which role best describes how you spent the majority of your time at work?

   1. Teacher, teaching only mathematics

   2. Teacher, teaching mathematics and at least one other subject

   3. Mathematics instructional coach or mathematics curriculum director

   4. English Language Learner (ELL) or English Learner (EL) Teacher or specialist

   5. Special education teacher

   6. Other (please specify)

6. 2022-23 Mathematics Professional Development: Consider your professional development experiences during the 2022-23 school year. Over the past 12 months, about how many hours did you participate in each of the activities below? If you have not participated in the listed activity or are not sure, please enter 0.

   1. Observed other teachers teaching mathematics

   2. Met individually with a mathematics specialist, coach, department chair, or consulting teacher for instructional support in mathematics

   3. Participated in a workshop on mathematics content, curriculum, or teaching with other teachers

7. Over the past 12 months, did you participate in grade-level or course-level team meetings or study groups with other teachers in your school focused on mathematics teaching?

   1. Yes

   2. No (skip to 8)

1. How many hours of these meetings or study groups were focused on mathematics teaching (not including analyzing student work)?

2. How many hours of these meetings or study groups were specifically focused on analyzing student work?

8. Did you participate in any other professional development activities specifically related to teaching middle school math, not already reported? If so, please describe each additional activity and include the total hours participated.

<ACTIVITY> <HOURS>

<ACTIVITY> <HOURS>

9. 2022-23 MLL/ELL/EL Professional Development Consider your professional development experiences during the 2022-23 school year. Over the past 12 months, about how many hours did you participate in each of the activities below? If you have not participated in the listed activity or are not sure, please enter 0.

   1. Observed other teachers teaching students who are English learners/multilingual learners (MLLs)

   2. Met individually with a ELL or EL specialist, coach, department chair, or consulting teacher for EL instructional support

   3. Participated in grade-level or course-level team meetings or study groups with other teachers in your school, where the focus was on teaching MLLs

   4. Participated in a workshop on teaching ELs with other teachers

10. Did you participate in any other professional development activities specifically related to teaching MLLs, not already reported? If so, please describe each additional activity and include the total hours participated.

<ACTIVITY> <HOURS>

<ACTIVITY> <HOURS>

Finally, here are a few more questions about this coming school year (school year 2023-24):

11. What mathematics curriculum materials do you plan to use to teach content related to ratio and proportional reasoning this school year? (Select all that apply)

Multiple choice responses include the following from a recent CSDE survey, plus an “A curriculum not listed here” option with a box for listing that curriculum.

Achievement First Mathematics

Agile Mind Middle School Mathematics (2016)

Big Ideas Math (2013)

Big Ideas Math: Modeling Real Life (2019)

Carnegie Learning Math Series (2011)

Carnegie Learning Math Solution (2018)

Carnegie Learning Middle School Math Solution 2022

CK-12 Interactive Middle School Math for CCSS

Common Core Coach (2010-2015)

Connected Mathematics Project 3 (2014)

Core Connections (Grades 6-8) (2013)

Core Curriculum by MidSchoolMath (2021)

CPM - College Prep Math

Creative Core Curriculum for Mathematics with STEM, Literacy and Art (2012-2013)

Digits (2014)

EdGems Math (2018)

Edgenuity (2015)

Engage NY

enVision Mathematics Common Core (2020)

enVision Mathematics Common Core (2021)

Eureka Math (2013-2014)

Eureka Math (2015)

Fishtank Math 2019

Fishtank Plus Math

Glencoe Math (2014)

Go Math (2014-2015)

Holt McDougal Mathematics (2010)

Illustrative Mathematics 6-8 Math (Kendall Hunt 2019)

Illustrative Mathematics 6-8 Math (LearnZillion 2019)

Illustrative Mathematics 6-8 Math (McGraw-Hill2020)

Illustrative Mathematics K-5 (Imagine Learning 2018-2019)

Into Math (2020)

iReady Classroom Mathematics (2021)

JUMP Math (2013-2015)

JUMP Math (2019)

Match Fishtank Mathematics

Math in Focus (2013)

Math in Focus (2020)

Math Innovations (2013)

Math Links (2015)

Math Techbook (2017)

Open Up Resources 6-8 Math (2017)

Prentice Hall Mathematics (2013)

Ready (2017)

Ready Classroom Mathematics (2020)

Reveal Math 2020

Singapore Math: Dimensions Math (2013-2015)

Singapore Math: Dimensions Math (2016-2017)

Spider Learning Mathematics (2019)

SpringBoard Middle (2014)

The Utah Middle School Math Project (2019)

12. During the upcoming school year, 2023-2024, when do you expect to teach ratio and proportional reasoning content?

    1. The first content will be introduced around (start date)

    2. All content will be completed by around (end date)

13. During the 2023-24 school year, which of the following best describes your planned teaching arrangement?

    1. I will not participate in any co-teaching arrangements on a regular basis.

    2. I will co-teach middle school math on a regular basis with another general education teacher.

    3. I will co-teach middle school math on a regular basis with a special educator.

    4. I will co-teach middle school math on a regular basis with an English Language Learner (ELL) or English Learner (EL) specialist.

    5. I will co-teach middle school math on a regular basis in another type of arrangement. (Please Specify)