BEND, Ore. -

Oregon Department of Education Deputy Superintendent Rob Saxton, Oregon Education Association President Hanna Vaandering, and Confederation of Oregon School Administrators Executive Director Craig Hawkins announced the results of the Teaching, Empowering, Leading, and Learning Oregon Survey which was administered statewide this spring.

Over 19,300, or just under 60 percent, of school-based educators around the state completed the survey, which covered questions related to teaching and learning conditions in their schools.

Results of the survey will be used to support ongoing improvement efforts in our schools, districts, and at the state policy-making level.

“Hearing directly from our educators about the conditions in their schools is critically important if we are going to continue to make progress in improving education in our state,” said Saxton. “There is much to be excited about in these results.

"Our educators describe school environments that are safe, where families are informed and engaged, where students are held to high standards, and where educational innovation and leadership are encouraged. However, they also highlight large class-sizes and insufficient collaboration and prep time as areas of real concern.

"Years of financial belt tightening have left many districts with fewer teachers, shorter school years, and larger class-sizes, all of which directly impact student learning. Clearly, we have much to be proud of in our schools, but we also have to get serious about addressing these issues if we are going to substantially impact student opportunities and outcomes,” Saxton said.

Educators were asked to rate a wide range of questions on a scale of strongly agree to strongly disagree.  Almost 80% of these 87 survey questions received an agree/strongly agree rate of over 60%.

Statewide, only seven of the questions had agreement rates of below 50%.  Questions were categorized in eight areas: Time, Facilities and Resources, Community Support and Involvement, Managing Student Conduct, Teacher Leadership, School Leadership, Professional Development, and Instructional Practices and Support.

A highlight of some of the survey results is provided below.

Report Highlights

  • Most educators believe their school is a good place to work and learn

More than 8 of 10 respondents believed their school was a good place to work and learn.

  • Most educators have the necessary supports to manage student conduct

Results suggest most educators work in safe environments and that policies and structures are in place to encourage positive student behavior.

  • Parents and the community are encouraged to participate in student learning

Nine of 10 educators report that teachers provide parents with useful information about student learning. Over eight of 10 educators agree that schools encourage the community to participate, provide information to the community, and that the community supports the school.

  • Teachers believe they make a difference and have high expectations for students

More than nine of 10 educators view teachers as impacting students’ lives and as having high student expectations. Close to nine of 10 educators report teachers are encouraged to try new things to improve instruction.

  • Teachers are viewed as instructional leaders

Close to nine of 10 educators agree that teachers are encouraged to participate in school leadership roles and are effective leaders in the school. Close to eight of 10 respondents believe teachers are recognized as educational experts.  However, more than four in 10 teachers believe they do not have an appropriate level of influence in decision making in their school.

  • Teachers are held to high standards

About nine of 10 educators report that teachers are held to high professional standards for delivering instruction and the school leadership facilitates using data to improve student learning. Eight of 10 educators indicate that teacher performance is assessed objectively.

  • Educators express serious concerns over class-size

Three out of four teachers believe their class sizes do not allow them to effectively support student learning. Of the 17 states which have conducted the TELL survey, Oregon respondents reported the most concern over class-size.

  • Teachers need more  time to support students