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teachers are shielded from disruptions, provided effective mentors, and believe a priority is <br />given to supporting teachers. Professional Development asks if enhancing teachers' <br />knowledge is a priority, and if they are provided adequate resources and professional <br />development that is based on school and teacher goals. Time refers to reasonable student <br />loads, protection from duties that interfere with teaching, time to work with mentors, and <br />quality professional development. Teachers were asked to provide their ratings on a scale <br />of 1 to 5. <br />Only schools with at least a 40% response rate were included in the data summaries. <br />Overall, results of this survey, as seen in Figure 1, show that teachers in CHCCS and OCS <br />share similar opinions with their colleagues throughout the state. Teachers in CHCC5 and <br />OCS were more satisfied with their Facilities and Resources than other teachers around <br />the state. They also reported that the area of Time is the most problematic of their <br />working conditions, followed by their sense of Empowerment. <br />\o <br />O� <br />.0 <br />o�o� ova <br />Qt � Gam' <br />Co <br />Od- <br />Comparison by district <br />0 1 2 3 4 5 <br />Figure 1. CHCCS and 005 Working Conditions Survey Results <br />❑ North Carolina <br />Orange <br />❑ CHC <br />As shown in Figures 2 through 5, when data from the Working Conditions Surveys <br />are disaggregated by school, within district variation is revealed for both CHCCS and OCS. <br />For elementary schools in CHCCS, teachers at newly opened Rashkis reported consistently <br />higher scores than the other schools, whereas teachers at Carrboro rated their working <br />conditions low relative to the other schools in the district. For OCS, teachers at Central <br />were consistently high in the ratings, while teachers at Pathways rated Time and <br />Empowerment lower than the other schools in the district and lower than their ratings for <br />Professional Development, Leadership, and Facilities and Resources. At the middle schools <br />CHCC5 10CS Final Report 22 <br />. <br />,. <br />mak.. <br />r a �:,°;.._ ,. <br />1- ' <br />_- �=0�l��l� <br />0 1 2 3 4 5 <br />Figure 1. CHCCS and 005 Working Conditions Survey Results <br />❑ North Carolina <br />Orange <br />❑ CHC <br />As shown in Figures 2 through 5, when data from the Working Conditions Surveys <br />are disaggregated by school, within district variation is revealed for both CHCCS and OCS. <br />For elementary schools in CHCCS, teachers at newly opened Rashkis reported consistently <br />higher scores than the other schools, whereas teachers at Carrboro rated their working <br />conditions low relative to the other schools in the district. For OCS, teachers at Central <br />were consistently high in the ratings, while teachers at Pathways rated Time and <br />Empowerment lower than the other schools in the district and lower than their ratings for <br />Professional Development, Leadership, and Facilities and Resources. At the middle schools <br />CHCC5 10CS Final Report 22 <br />