Orange County NC Website
Browse       Search
compared with OCS or the state (NC: Middle School = 23 %, High School = 20 %). Worth <br />noting is that the opening of new schools in each district (Rashkis Elementary in CHCCS and <br />Cedar Ridge High School in OCS) may have had an impact on teacher turnover statistics <br />given the transfer of teachers between schools. <br />As also shown in Table 13, OCS have slightly higher percentages of fully licensed <br />teachers at each level and equal or higher percentages of "Highly Qualified Teachers." <br />CHCCS teachers tend to have slightly more advanced degrees at all levels. While the <br />average number of National Board Certified teachers per school is greater for CHCCS, this <br />is probably due to the fact that the CHCCS have more teachers per school. Years of <br />teaching experience seem comparable at elementary and middle grade levels, while OCS <br />have more experienced teachers at the high school. <br />Table 13. Classroom Teacher Qualifications` <br />*Source: 2003 -2004 NC School Report Card <br />Teachers' Perceptions of Working Conditions <br />During the 2003 -2004 academic year, the NC Professional Teaching Standards <br />Commission (2004) conducted a survey of teachers in the state that asked their opinions of <br />teacher working conditions. Five sets of questions asked teachers about their perceptions <br />of 1) Empowerment, 2) Facilities and Resources, 3) Leadership, 4) Professional Development, <br />and 5) Time. Empowerment looks at how teachers are involved in decision - making, are <br />provided avenues to express concerns, and are shown mutual respect. Facilities and <br />Resources speak to current technology, access to copy machines, faxes, and phones, <br />adequate clerical help, and safe and clean schools. The Leadership section asks how <br />CHCC51005 Final Report 21 <br />CHCCS <br />OCS <br />Teacher Characteristics <br />Elem. <br />School <br />Middle <br />School <br />High <br />School <br />Elem. <br />School <br />Middle <br />School <br />High <br />School <br />Teacher Turnover <br />25% <br />18% <br />18% <br />20% <br />22% <br />24% <br />Fully Licensed Teachers <br />90% <br />92% <br />90% <br />98% <br />94% <br />96% <br />"Highly Qualified" <br />Teachers <br />88% <br />92% <br />89% <br />97% <br />92% <br />100% <br />Emergency /Provisional <br />License <br />3% <br />1% <br />2% <br />1% <br />3% <br />2% <br />Lateral Entry <br />1% <br />2% <br />3% <br />1% <br />3% <br />3% <br />Advanced Degrees <br />41% <br />40% <br />46% <br />40% <br />33% <br />40% <br />National Board Certified <br />(average number /school) <br />8 <br />8 <br />15 <br />6 <br />3 <br />8 <br />Years Teaching <br />0 -3 <br />22% <br />27% <br />32% <br />21% <br />27% <br />16% <br />4 -10 <br />27% <br />26% <br />25% <br />29% <br />29% <br />22% <br />10+ <br />51% <br />47% <br />43% <br />50% <br />45% <br />62% <br />*Source: 2003 -2004 NC School Report Card <br />Teachers' Perceptions of Working Conditions <br />During the 2003 -2004 academic year, the NC Professional Teaching Standards <br />Commission (2004) conducted a survey of teachers in the state that asked their opinions of <br />teacher working conditions. Five sets of questions asked teachers about their perceptions <br />of 1) Empowerment, 2) Facilities and Resources, 3) Leadership, 4) Professional Development, <br />and 5) Time. Empowerment looks at how teachers are involved in decision - making, are <br />provided avenues to express concerns, and are shown mutual respect. Facilities and <br />Resources speak to current technology, access to copy machines, faxes, and phones, <br />adequate clerical help, and safe and clean schools. The Leadership section asks how <br />CHCC51005 Final Report 21 <br />