1

Please note the following definitions prior to completing the survey: 

 Participant: an eligible individual enrolled in your project. 

 Teacher of Record (TOR): an individual participant under contract by an eligible school 

district to teach. (As part of their training, many participants have in-field experiences. 

“Teachers of Record” are those participants who have primary responsibility for classroom 

instruction.) 

 Retained TOR: a TOR who has taught for at least three years in a high-need school in an 

approved high-need LEA.

 Certified Participant: a participant who has received the certification required by the State to 

teach. (That is, the level of certification that is not dependent on being currently enrolled in a 

TTT or other alternate route program and is transferable across districts.)

Grantee Information

1.1 Name of grantee:

1.2 Project Title:

1.3 PR/Award Number:

1.4 Type of Grantee: 

District/LEA

SEA

IHE

Non-profit organization

Consortium of SEAs

Consortium of LEAs
2

Participants:

Demographic Characteristics

The following questions are intended to gather information about the participants: the participant enrollment goal for each year, the number 

recruited, and the number enrolled by each participant type. The questions are also intended to collect information on the race/ethnicity and age of 

the participants. When specified, please provide data on activities conducted in Year 1, Year 2, and Year 3. For Final Report, please provide 

information for years one through five.

1.5 IN EACH YEAR...

Year 1 Year 2 Year 3 Year 4 Year 5

How many participants did you set as your

goal to enroll?

How many participants did you recruit

(individuals who submitted applications)?

How many participants did you actually 

enroll?

1.6 IN EACH YEAR AND FOR EACH CATEGORY...

Year 1 Year 2 Year 3

Recent 

college 

graduates

Paraprof

essionals

Midcareer 

profession

als

Recent 

college 

graduates

Paraprof

essionals

Midcareer 

profession

als

Recent 

college 

graduates

Paraprof

essionals

Midcareer 

profession

als

How many 

participants did you

recruit (individuals 

who submitted 

applications)?

How many 

participants did you 

actually enroll?
3

1.7 FOR YEARS 1-3 or 1-5... 

How many participants from each race/ethnicity 

category did you enroll?

Years 1-3

Recent 

college 

graduates

Paraprofe

ssionals

Mid-career 

professionals

Black (Male)

Black (Female)

White (Non-Hispanic) (Male)

White (Non-Hispanic) (Female)

Hispanic (Male)

Hispanic (Female)

Asian or Pacific Islander – Male

Asian or Pacific Islander – Female

American Indian or Alaska Native – Male

American Indian or Alaska Native – Female

Multi-Racial – Male

Multi-Racial – Female

Other – Male

Other– Female

Not identified

1.8 FOR YEARS 1-3 or 1-5... 

Years 1-3

How many participants from each age range did you 

enroll?

Recent 

college 

graduates

Paraprofess

ionals

Mid-career 

professiona

ls

Age 20-24

Age 25-29

Age 30-34

Age 35-39

Age 40-44

Age 45-49

Age 50-54

Age 55+
4

Participants:

Grade Level and Subject Area Certification

 The following questions are intended to gather information about grade level and subject area certification. 

1.9 IN EACH YEAR AND FOR EACH CATEGORY... 

Year 1 Year 2 Year 3

How many participants are 

seeking certification in the 

following subjects?

Recent 

college 

graduat

es

Paraprofes

sionals

Mid-career 

profession

als

Recent 

college 

graduates

Paraprofes

sionals

Mid-career 

profession

als

Recent 

college 

graduates

Paraprofes

sionals

Mid-career 

profession

als

English, Reading or 

Language Arts

ESL/Bilingual

Fine Arts (music, art and 

speech/theatre)

Foreign Language

History, Government, 

Economics, and Geography

Mathematics

Science

Special Education

Other (specify): 
5

Year 1 Year 2 Year 3

How many participants are 

seeking certification in the 

following grades/levels? 

(If some participants are 

seeking certification for 

grades other than those 

listed (e.g., K-6), please 

select the category that best 

fits.)

Recent 

college 

graduates

Paraprofe

ssionals

Midcareer 

professio

nals

Recent

college 

graduates

Paraprofes

sionals

Mid-career 

profession

als

Recent 

college 

graduates

Paraprofes

sionals

Mid-career 

profession

als

Early Childhood 

Elementary (K-5) 

Middle (6-8)

Elementary/Middle (K-8)

High (9-12)

General (K-12)

Other (specify):
6

Participants:

Previous Occupation and Education

 The following questions are intended to gather information about participants’ occupations 

immediately prior to entry in the project.

1.10 FOR YEARS 1-3... 

Years 1-3

How many participants worked in the following 

occupations immediately prior to entry in your 

project?

Recent 

college 

graduates

Mid-career 

professionals

Paraprof

essionals

Business sector occupation

Engineer

Health-field worker 

Human resources

K-12 school staff

K-12 school staff, instructional

K-12 school staff, non-instructional

Lawyer or legal profession

Math-related field

Military service

Non-profit/community-based occupation

Production, craft, or repair occupation

Retired/unemployed

Science-related field

Service occupation

Social worker or counselor

Technician or research assistant

Technology sector occupation

Other (specify):

1.11 FOR YEARS 1-3...

Years 1-3

What is the highest degree earned by the participants prior to 

enrolling in the project? Please indicate the number for each 

category.

Recent 

college 

graduates

Paraprofess

ionals

Mid-career 

professiona

ls

No degree

Associate degree

Bachelor’s degree

Master’s degree

Certificate of advanced graduate studies

Doctorate or first professional degree (Ph.D., Ed.D., M.D., 

L.L.B., J.D., D.D.S.)

Other (specify):
7

Recruitment:

The following questions are intended to gather information about recruiting and enrolling 

eligible TTT participants to your project. 

Please note that you are encouraged to base your responses to questions 2.2, 2.3, and 2.8 on 

your project evaluation. 

2.1 Did you use the following recruitment strategies to attract the individuals who enrolled in 

your project? 

Yes No

Advertisements at local schools

Advertisements at universities

Banners/billboards

Collaboration with districts or other 

partners

Community meetings 

E-mail distribution lists or mailing 

lists

Face-to-face events in school districts

Face-to-face events/presentations at 

universities

Flyers/brochures

Internet ads and internet job boards

Job fairs

Leads from state employment offices 

or industry human resources offices

Newspaper, magazine, or 

professional journal advertisements

Promotional items (e.g., pens, tote 

bags)

Referrals from current or past TORs

School district websites

TTT project website

TV and radio advertisements

TV, radio, or newspaper coverage

Word of mouth

Other (specify): 
8

2.2 Please rank the top three recruitment strategies that you found to be most effective in 

attracting the individuals who enrolled in your project.

There will be three pull-down boxes (Top recruitment strategy, #2 recruitment strategy, #3 

recruitment strategy) with the following responses:

Advertisements at local schools

Advertisements at universities

Banners/billboards

Collaboration with districts or other partners

Community meetings 

E-mail distribution lists or mailing lists

Face-to-face events in school districts

Face-to-face events/presentations at universities

Flyers/brochures

Internet ads and internet job boards

Job fairs

Leads from state employment offices or industry human resources offices

Newspaper, magazine, or professional journal advertisements

Promotional items (e.g., pens, tote bags)

Referrals from current or past TORs

School district websites

TTT project website

TV and radio advertisements

TV, radio, or newspaper coverage

Word of mouth

Other (specify):

2.3 Please provide the number of enrolled participants who were recruited through each of 

these top three strategies.

#1 recruitment strategy:

#2 recruitment strategy: 

#3 recruitment strategy:

2.4 Please provide your best estimate of the total monetary costs (across the first three years) 

associated with each of these top three recruitment strategies.

#1 recruitment strategy:

#2 recruitment strategy: 

#3 recruitment strategy:

2.5 Please indicate the recruitment strategy that you found to be least effective in attracting

individuals to enroll in your project. 

There will be one pull-down box with the following responses:
9

Advertisements at local schools

Advertisements at universities

Banners/billboards

Collaboration with districts or other partners

Community meetings 

E-mail distribution lists or mailing lists

Face-to-face events in school districts

Face-to-face events/presentations at universities

Flyers/brochures

Internet ads and internet job boards

Job fairs

Leads from state employment offices or industry human resources offices

Newspaper, magazine, or professional journal advertisements

Promotional items (e.g., pens, tote bags)

Referrals from current or past TORs

School district websites

TTT project website

TV and radio advertisements

TV, radio, or newspaper coverage

Word of mouth

Other (specify):

2.6 Does your project provide financial incentives to its participants?

Yes 

No (If “no”, respondent can skip the next question).
10

2.7 The TTT authorizing legislation stipulates that projects can use TTT grant funds to 

provide “scholarships, stipends, bonuses, and other financial incentives, that are linked to 

participation in activities that have proven effective in retaining teachers in high-need schools 

operated by high-need local educational agencies, to all eligible participants, in an amount not 

to exceed $5,000 per participant.” Please enter the number of participants that received each 

of the following types of financial incentives and enter the amount per participant spent on 

each of the following types of financial incentives. 

Number of participants 

receiving this incentive

Amount per participant spent 

on this incentive

Bonuses

Books and materials

Computers

Scholarships

Stipend allowances

Tuition and Fees

Other (specify):

2.8 Please rank the top three project features that attracted participants to your project. 

There will be three pull-down boxes (most important feature, 2nd most important feature, 3rd 

most important feature) with the following responses:

Ability to have employment and benefits while pursuing licensure/certification

Ability to practice teaching in one school (for paraprofessionals)

Availability of classes in the evening or on the weekend

Availability of online courses 

Ease of use

Fast-track program (i.e., shortened time period of the program)

Guarantee of employment during or after completion of program

Incentives provided (e.g., bonuses, scholarships, stipend allowances)

Location of TTT project (e.g., proximity to home)

Receiving support while obtaining a BA (for paraprofessionals)

Support provided to obtain certification (e.g., preparation for teacher assessments)

Support provided while teaching (e.g., induction programs, mentoring, seminars, meetings)

Teaching placement in a high-need school or with an economically disadvantaged student 

population

TTT project reputation for high quality teacher preparation

Other (specify):
11

Selection:

The following questions are intended to gather information about the eligibility requirements 

used to determine candidates’ enrollment into your project (includes requisite content 

knowledge, skills, and commitment to teach in high-need schools in high-need LEAs).

3.1 Rate the importance of each of the following selection criteria in choosing participants for 

your project according to the scale provided. 

Very 

Important

Moderately 

Important

NA/ Not 

Considered 

Competency assessment

CSAP scores

Evidence of commitment to teaching in a highneed district

Grade point average (indicate minimum):

Interview performance

Major field of study prior to entry

Oral communication skills

Overall academic course record 

Praxis I scores

Praxis II scores

Recommendations from professors or employers

Relevant work experience

SAT/ACT scores

Securing a teaching position prior to starting 

program

Written communication skills

Other (specify):

3.2 Please choose the three most important criteria that your project used to select 

participants.

There will be three pull-down boxes (Most important criteria, 2nd most important criteria, 3rd 

most important criteria) with the following responses: 

Competency assessment

CSAP scores

Evidence of commitment to teaching in a high-need district

Grade point average (indicate minimum):

Interview performance

Major field of study prior to entry

Oral communication skills
12

Overall academic course record 

Praxis I scores

Praxis II scores

Recommendations from professors or employers

Relevant work experience

SAT/ACT scores

Securing a teaching position prior to starting program

Written communication skills

Other (specify):

3.3 Did the selection criteria change over the course of the 

project?

Yes No 

If yes, what changes were made?

3.4 Did the selection process change over the course of the 

project?

Yes No 

If yes, what changes were made?

Note: The following question will only be included in the surveys administered to the interim projects.

3.5 What changes, if any, will you make in selecting participants in the future, and 

why?
13

Preparation:

The following questions are intended to gather information about how your project provides 

an accelerated route to certification, integrates coursework and field experience, adapts to 

participants’ learning needs, and yields highly qualified teachers that are prepared to teach in 

high-need schools in high-need LEAs.

Length of preparation program:

4.1 On average, how many months does it take for each participant to become a Teacher of 

Record once he/she in enrolled into your project?

Number of months for recent college grads:

Number of months for mid-career professionals:

Number of months for paraprofessionals:

4.2 On average, how many months does it take for a participant to become certified once 

he/she is enrolled into your project?

Number of months for recent college grads:

Number of months for mid-career professionals:

Number of months for paraprofessionals:

4.3 What do participants earn as a result of taking part in your project? (Check one) 

Certification only

Certification and credit towards a 

master’s degree

Certification and a master’s 

degree

Other (specify):

Note: The following question will only be included in the surveys administered to the interim projects.

4.4.a How many participants earned a master’s degree as a result of taking part in your 

project during its first three years? 

Number of individuals:

Note: The following question will only be included in the surveys administered to the final projects.

4.4.b How many participants earned a master’s degree as a result of taking part in your 

project during the full project performance period? 

Number of individuals:
14

Preparation:

Activities

4.5 Did you use the following activities in preparing your participants as TORs? 

Yes No

Case study analysis

Classroom observations

Classroom simulations 

Independent learning activities

In-person courses

In-person discussions 

Internship/field experience

Journal writing 

Large group activities

Lectures from instructors

Lesson planning

Networking activities

Online courses

Online discussions

Portfolio development

Small group activities

Student presentations

Summer institute

Other (specify): 
15

4.6 Please rank the top three activities that you found to be most important in preparing 

participants as TORs?

There will be three pull-down boxes (Most important activity, 2nd most important activity, 3rd 

most important activity) with the following responses:

Case study analysis

Classroom observations

Classroom simulations 

Independent learning activities

In-person courses

In-person discussions 

Internship/field experience

Journal writing 

Large group activities

Lectures from instructors

Lesson planning

Networking activities

Online courses

Online discussions

Portfolio development

Small group activities

Student presentations

Summer institute

Other (specify): 
16

4.7 Please select the activity that was the least important in preparing participants as TORs?

There will be one pull-down box with the following responses:

Case study analysis

Classroom observations

Classroom simulations 

Independent learning activities

In-person courses

In-person discussions 

Internship/field experience

Journal writing 

Large group activities

Lectures from instructors

Lesson planning

Networking activities

Online courses

Online discussions

Portfolio development

Small group activities

Student presentations

Summer institute

Other (specify):
17

4.8 TIMELINE OF ACTIVITIES

We would like to know the order in which participants complete activities that prepare him/her for certification eligibility. Please 

indicate the order in which the activities listed below occurred. For example, if Orientation occurred first and the summer 

institute/session occurred second, place checks next to them under Activity #1 and #2, respectively. Additionally, you can indicate 

that certain activities (e.g., Coursework and Participants observe classrooms) occurred at the same time by placing checks next to 

both activities in the same column. You do not need to use all of the columns if many of your activities occurred simultaneously. 

Completing a BA will apply only to paraprofessionals, but please indicate where it occurs along the timeline.

Enrollment Certification

NA – This 

was not 

employed

Activity 

#1

Activity 

#2

Activity 

#3

Activity 

#4

Activity 

#5

Activity 

#6

Activity 

#7

Activity 

#8

Activity 

#9

Activity 

#10

Orientation

Summer institute/ 

session

Coursework

Participants observe 

classrooms

Early field experience 

(a school/classroom 

placement other than 

student or practice 

teaching)

Student teaching

Placement as a teacher 

of record

Supervisors/mentors 

observe participants in 

their classrooms

Complete BA (for 

paraprofessional only)

Other (specify):

Other (specify):
18

Preparation:

Coursework

4.9 Did you offer the following courses/topic areas to participants?

Course/topic area: Yes No

Assessment

Classroom organization/management

Crisis intervention

Ethics

Human/child development

Instructional strategies

Learning theory

Legal issues

Record-keeping/grading

Standards

Subject matter content (e.g., math, 

science, history) 

Teaching in urban/rural classrooms

Technology in the classroom

Time management

Working with diverse populations

Other (specify): 

4.10 Does your project require its participants to complete a certain number of credit 

hours to be eligible for certification?

Yes 

No 

If yes, what is the total number of semester hour credits (units) that a participant in your 

project needs to complete to be eligible for certification? 

Semester hour credits (units):
19

4.11 Please report the percentage of courses that were offered online and in-person. 

4.12 Please report the percentage of all courses that were offered by your project that were 

held on weekends, in the evening, and during the summer (the percentages do not have to sum 

to 100%).

Time of Course Percentage of courses offered

On weekends

Directly after school

In the evening

During the summer

Preparation:

Changes to the Preparation Process

4.13 Did the process of preparing TORs change over the course of the project?

Yes 

No 

If yes, what changes were made?

4.14 What changes, if any, will your project make to prepare participants in the future, and 

why?

Delivery method

Percentage of 

courses offered

Online

In-person
20

Placement:

The following questions are intended to gather information about how your project identifies 

the needs of eligible partner LEAs and works with these LEAs to hire qualified TORs in highneed schools.

Placement:

LEAs Served

5.1 Does your grant serve only one district/LEA? 

Yes 

No 

If yes to 5.1:

5.1.a How many participants have been placed in the district/LEA served by your grant?

Number of participants 

placed: 

5.2.a Did your project partner with other organizations?

Yes 

No 

If yes, please list the organizations that you partnered with and indicate the role they played in 

your project’s recruitment, selection, preparation, placement, certification, and 

support/retention activities by checking the boxes in the appropriate columns next to their 

names:

Partnering organization Recruitment Selection Preparation Placement Certification

Support/

Retention

1.

2.

3.

4.

5.

6.
21

7.

8.

9.

10.

If no to 5.1:

5.1.b FOR YEARS 1-3, list the names of the partner LEAs served by your grant. In addition, 

next to each name indicate the number of participants that were placed in each LEA.

LEA Name

Number of 

participants placed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

5.2.b Did your project partner with organizations other than the LEAs in which you placed 

participants (you listed these LEAs in the previous question)?

Yes 

No 

If yes, please list the organizations, other than the LEAs listed in the previous question, that 

you partnered with and indicate the role they played in your project’s recruitment, selection, 

preparation, placement, certification, and support/retention activities by checking the boxes in 

the appropriate columns next to their names:
22

Partnering organization Recruitment Selection Preparation Placement Certification

Support/

Retention

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Placement:

Total Number of TORs Placed by Grade/School Level

5.3 FOR YEARS 1-3, indicate the total number of TORs placed in all your partner LEAs by 

grade/school level.

Grade/school level Number of TORs placed

Elementary (PreK-5)

Middle (6-8)

High (9-12)
23

Placement:

Total Number of TORs Placed by Subject Area

5.4 FOR YEARS 1-3, indicate the total number of TORs placed in all your partner LEAs by 

subject area.

Subject Area Number of TORs placed

Elementary Education

English, Reading or 

Language Arts

ESL/Bilingual

Fine Arts (music, art and 

speech/theatre)

Foreign Language

History, Government, 

Economics, and 

Geography

Mathematics

Science

Special Education

Other (specify): 

Placement:

Difficulties Encountered

5.5 How much did the following factors contribute to difficulties that you encountered placing 

participants? 

Factor

Contributed 

greatly to 

difficulties

Contributed 

somewhat to 

difficulties

Did not contribute 

to difficulties

Competition from traditionally trained 

teachers

District budget cuts

Lack of available positions

Lack of confidence in alternatively trained 

teachers

Lack of eligible schools

Locations of the eligible schools

Participants’ subject matter specialties did 

not align with LEA needs

Other (specify):
24

Support:

The following questions are intended to gather information about the mentoring and other supports 

your project provides to TORs so they will remain as teachers in high-need schools in high-need districts 

for at least three years.

6.1 How often did your TTT project offer the following types of support to participants after 

they became Teachers of Record?

Type of Support Not offered

Once or 

twice a 

semester

Once or 

twice a 

month

Once or 

twice a 

week

Almost 

daily

Common planning times

Content coach

Email contact

E-mentoring

Financial support (specify):

Induction program

Informal help (e.g., with lessons plans)

Learning community/study groups

Meetings with other participants for peer support

Meetings with project-provided supervisors

Observations

Site-based mentoring

Subject matter/Certification support

Team teaching

Telephone calls

Workshops/Professional development

Other (specify):
25

6.2 What was the duration (or planned duration) of the following types of support provided by 

your TTT project to participants after they became Teachers of Record? 

Type of Support Not offered 1 year 2 years 3 years

Common planning times

Content coach

Email contact

E-mentoring

Financial support (specify):

Induction program

Informal help (e.g., with lessons plans)

Learning community/study groups

Meetings with other participants for peer support

Meetings with project-provided supervisors

Observations

Site-based mentoring

Subject matter/Certification support

Team teaching

Telephone calls

Workshops/Professional development

Other (specify):
26

6.3 Please rank the top three types of support provided by your TTT project that you found to 

be most effective in retaining Teachers of Record at high-need schools in high-need LEAs?

There will be three pull-down boxes (Most effective type of support, #2 type of support, #3 type 

of support) with the following responses:

Common planning times

Content coach

Email contact

E-mentoring

Financial support (specify):

Induction program

Informal help (e.g., with lessons plans)

Learning community/study groups

Meetings with other participants for peer support

Meetings with project-provided supervisors

Observations

Site-based mentoring

Subject matter/Certification support

Team teaching

Telephone calls

Workshops/Professional development

Other (specify):

6.4 Please select the type of support provided by your TTT project that you found to be least 

effective in retaining Teachers of Record at high-need schools in high-need LEAs?

There will be one pull-down box with the following responses:

Common planning times

Content coach

Email contact

E-mentoring

Financial support (specify):

Induction program

Informal help (e.g., with lessons plans)

Learning community/study groups

Meetings with other participants for peer support

Meetings with project-provided supervisors

Observations

Site-based mentoring

Subject matter/Certification support

Team teaching

Telephone calls

Workshops/Professional development

Other (specify):
27

6.5 How did your project assess the effectiveness of the Teachers of Record? (Check all that 

apply.)

Assessment of TOR portfolios

Observations of TORs

TORs’ course data (e.g., grades, test 

performance)

Other (specify):

6.5 a. Depending on your response to question 6.5, how did your project analyze and use the 

information collected on the effectiveness of the Teachers of Record?

Support:

 Mentoring

6.6 Did the following types of individuals provide mentoring to your project’s participants? 

Yes No

Experienced teachers at the participants’ schools

Experienced teachers employed by your project

Project supervisors/staff

Retired teachers

University staff/professors

Other (specify):

6.7 Were the following criteria used for choosing mentors? 

Yes No

A master’s degree in education

NBCT/other teaching honors

Previous teaching experience in high-need schools

Subject area expertise

5 years teaching experience (Veteran teacher)
28

Other (specify):

6.8 Did the mentors your project employed receive training prior to providing support to the 

Teachers of Record?

Yes

No

6.9 If yes, what is the average number of hours of training the mentors received?

Hours: 

6.10 Were the following incentives or supports provided by your project for its mentors?

Yes No

Free courses for university credit 

Mentor training

Resources/materials for mentoring

Seminars for professional development units

Stipend allowances

Substitutes for mentor

Other (specify):

6.11 Did the mentors provide the following types of support to your project’s participants?

Yes No

Conducted classroom observations and provide feedback

Facilitated networking for the participants

Provided assistance with classroom management

Provided assistance with lesson plans

Provided general guidance

Provided guidance related to school culture, practices, or policy

Provided support related to the certification process

Other (specify):
29

6.12 Were the following topics covered in your project’s professional development workshops?

Topic area: Yes No

Assessment

Certification preparation

Classroom organization/management

Crisis intervention

Ethics

Human/child development

Instructional strategies

Learning theory

Legal issues

Record-keeping/grading

Standards

Subject matter content (e.g., math, 

science, history)

Teaching in urban/rural classrooms

Technology in the classroom

Time management

Working with diverse populations

Other (specify):
30

Retention:

The following questions are intended to gather information about how your project retained 

its participants. 

7.1 Please rank the three project features that are most effective in retaining participants in 

your program.

There will be three pull-down boxes (Most effective feature, second most effective feature, third most 

effective feature) with the following responses:

Guarantee of employment during or after completion of program

Incentives provided (e.g., bonuses, scholarships, stipend allowances)

Location of the TTT project (e.g., proximity to home)

Method and delivery of preparation (e.g., online or evening coursework)

Support provided to obtain certification (e.g., preparation for teacher assessments)

Support provided while teaching (e.g., induction programs, mentoring, professional development 

seminars, meetings)

Teaching placement in a high-need school or with an economically disadvantaged student 

population

TTT project reputation for high quality teacher preparation

Other (specify):

7.2 Which of the following reasons are most often given by TTT participants for not 

completing their teaching assignments and leaving the TTT project? Please rank the top three 

reasons that participants give. 

There will be three pull-down boxes (Top reason for leaving, #2 reason for leaving, #3 reason for 

leaving) with the following responses:

Administration related issues

Colleague related issues

Issues with parent/teacher relationships

Lack of opportunity for advancement

Lack of prestige

Low salary

Physical conditions of the school building

Professional development issues (e.g., lack of time or opportunities)

Student related issues

Support systems (e.g., lack of support from colleagues or outside networks)

Working conditions (e.g., too many non-teaching duties)

Other (specify):
31

Paperwork Burden Statement

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. Public 

reporting burden for this collection of information is estimated to average one hour 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. This 

obligation to respond to this collection is to retain benefit and voluntary. (ESEA of 1965, as 

amended, Title II, Part C, Subpart 1, Chapter B, Sec. 2314 (b)) Send comments regarding the 

burden estimate or any other aspect of this collection of information, including suggestions for 

reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, 

Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control 

Number 1855-0018. Note: Please do not return the completed survey to this address.