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pdfEarly Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment
OMB# 1850-0750 v.31
Attachment C-6b
Spring First Grade
Special Education Teacher Teacher-Level
Paper Survey
National Center for Education Statistics
U.S. Department of Education
August 2024
Spring 2025
Special Education Teacher Background Survey
Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID
T_ID
T
Completing this survey will help us learn more about special education
teachers and the children they serve.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS-K:2024 staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.
The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 20 minutes per teacher background survey including the time to review instructions and complete
and review the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information
collection, or any comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal
Study, National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 2/28/2027.
SPA1
Early Childhood Longitudinal Study
Special Education Teacher Survey (Teacher Level)
Spring 2025 – Form SPA1
Dear Special Education Teacher or Related Service Provider,
Your school has agreed to participate in the Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024), a nationwide study of elementary-aged
children, their schools, teachers, and parents. As part of the study, we are asking teachers at
your school to complete surveys. You have been asked to complete surveys because one
or more of the children you serve are participants in this study. The teacher survey contains
questions about you and your classroom practices. There are also brief surveys for each of
the sampled children that you teach. These surveys contain questions about the children’s
skills and abilities.
The ECLS-K:2024 collects information from teachers of children who are in the study and
from the special education teachers or related service providers of sampled children who
have Individualized Education Programs (IEPs). Our purpose is to investigate the
relationship between the children’s academic progress and various school, classroom,
teacher, and home characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a
question you do not want to answer. However, only you can provide this information.
Although we realize you are very busy, we urge you to complete this survey as completely
and accurately as possible. You may find at least some of the information we are asking for
in the child’s IEP.
THANK YOU VERY MUCH FOR YOUR HELP.
i
SPA1
MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE
THIS SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:
Incorrect Marks:
Light and thin, outside the box, thick or scrawled.
How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.
PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:
1
2
3
4
5
6
7
8
9
0
Write words like this:
John Smith
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The first several questions pertain to your roles and responsibilities.
1.
Which of the following best describes your current position in this school? MARK ONE RESPONSE.
Special education teacher
Special education teacher consultant
General education teacher
Special education classroom aide
Speech-language pathologist
Physical therapist
Physical therapy assistant or aide
Occupational therapist
Occupational therapy assistant or aide
School psychologist
School counselor
School social worker
Other (Please specify):
2.
How do you classify your main assignment at this school, that is, the activity at which you spend most
of your time during this school year? MARK ONE RESPONSE.
Regular full-time teacher or service provider
Regular part-time teacher or service provider
Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related
services at more than one school)
Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term
basis, but you are still considered a substitute)
Teacher aide
Other (Please specify):
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3.
In what grade levels are the students you teach or serve? MARK ALL THAT APPLY.
Pre-kindergarten
Transitional kindergarten
Kindergarten
Transitional first grade
First grade
Second grade
Third grade
Fourth grade
Fifth grade or higher
4.
As of today's date, how many children with and without IEPs do you teach or serve?
WRITE NUMBER IN BOX, IF NONE, WRITE "0."
With IEPs
5.
Without IEPs
As of today's date, how many children with IEPs that you teach or serve are the following ages?
WRITE NUMBER IN BOX, IF NONE, WRITE "0." YOUR BEST GUESS IS FINE.
Number of
Children
a. 3 years old
b. 4 years old
c.
5 years old
d. 6 years old
e. 7 years old
f.
8 years old
g. 9 years old or older
h. Total (sum of a-g)
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6.
How many of the children with IEPs that you teach or serve belong to each of the following racial/
ethnic groups? PLEASE COUNT EACH CHILD ONLY ONCE. HISPANIC CHILDREN SHOULD ONLY
BE COUNTED IN THE HISPANIC OR LATINO/LATINA CATEGORY REGARDLESS OF RACE. WRITE
NUMBER IN BOX. IF NONE, WRITE "0."
Number of
Children
a. Hispanic or Latino/Latina of any race
b. American Indian or Alaska Native, non-Hispanic
c.
Asian, non-Hispanic
d. Black or African American, non-Hispanic
e. Native Hawaiian or Other Pacific Islander,
non-Hispanic
f.
White, non-Hispanic
g. Two or more races, non-Hispanic
h. Total (sum of a-g)
7.
As of today's date, how many boys and girls with IEPs do you teach or serve?
WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of
Children
a. Number of boys
b. Number of girls
c.
Number of another gender
d. Number of unknown gender
e. Total (sum of a-d)
8.
How many of the students with IEPs that you teach or serve are English language learners (ELLs)?
WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of Students
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9.
During the school year, how many children with IEPs have you worked with or provided services for,
on average, each week? (Include children you work with directly, as well as children for whom you
consult with other general education teachers and/or special education teachers or service providers.)
MARK ONE RESPONSE.
None
1-2
3-5
6-10
11-20
21-40
More than 40
10. During this school year, where have you worked with children with IEPs? (Include only children who
attend this school.) MARK ALL THAT APPLY.
In a general education classroom
In a special education classroom
In a non-classroom space at the school (for example, resource room, office, therapy room, small work space,
mobile van)
In a location outside of the school setting (for example, a private clinic or a child’s home, including
virtual or video-based instruction)
None of the above
11. For how many students with IEPs do you serve as case manager? MARK ONE RESPONSE.
None
1-2
3-5
6-10
11-20
21-40
More than 40
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12. Please indicate the extent to which you agree or disagree with the following statement. I am
satisfied with my class size or caseload (that is, the total number of students you teach or serve).
MARK ONE RESPONSE.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
Not applicable
13. How much time per day would you estimate that you spend handling disruptive student behavior?
MARK ONE RESPONSE.
Less than ½ hour
½ hour to less than 1 hour
1 to less than 1½ hours
1½ to less than 2 hours
2 to less than 2½ hours
2½ hours to less than 3 hours
3 hours or more
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PLEASE NOTE: IF YOU HAVE ALREADY COMPLETED THE ECLS-K:2024 SPRING SURVEY “PRIMARY
TEACHER BACKGROUND SURVEY” (WITH THE STAR IN THE UPPER RIGHT-HAND CORNER OF THE
COVER), YOU MAY GO TO QUESTION 15 ON PAGE 7. OTHERWISE, PLEASE CONTINUE WITH
QUESTION 14.
14. How strongly do you agree or disagree with the following statements about your class? MARK ONE
RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
Strongly
agree
a. Pictures, posters, artwork, and other
décor reflect the cultures and ethnic
backgrounds of each student in
your class.
b. All notices and communications to
families/caregivers of students in
your class are written in their
language of origin.
c. Alternative formats and varied
approaches to communicate and
share information are used with
families and caregivers of students
in your class.
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Not
applicable
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The next questions ask about professional development.
15. In the past 12 months, did you participate in any professional development activities pertaining to the
use of evidence-based practices for teaching or serving students with disabilities? MARK ONE RESPONSE.
Yes
No
GO TO QUESTION 18
16. In the past 12 months, how many hours did you spend on these professional development activities?
MARK ONE RESPONSE.
4 hours or less
5-8 hours
9-12 hours
13-16 hours
17-20 hours
21-24 hours
25-28 hours
29-32 hours
33-39 hours
40 hours or more
17. Overall, how helpful were these activities to you? MARK ONE RESPONSE.
Very unhelpful
Unhelpful
Neither unhelpful nor helpful
Helpful
Very helpful
18. To what extent was the professional development you received in the past 12 months relevant to your
role teaching or serving students with disabilities? MARK ONE RESPONSE.
Not relevant
Somewhat relevant
Relevant
Very relevant
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PLEASE NOTE: IF YOU HAVE ALREADY COMPLETED THE ECLS-K:2024 SPRING SURVEY “PRIMARY
TEACHER BACKGROUND SURVEY” (WITH THE STAR IN THE UPPER RIGHT-HAND CORNER OF THE
COVER), YOU MAY GO TO QUESTION 23 ON PAGE 10. OTHERWISE, PLEASE CONTINUE WITH
QUESTION 19.
19. In which of the following staff development and training activities have you participated in during the
current academic year? MARK ALL THAT APPLY.
Worked with a master or mentor teacher assigned to you by your school or district
Workshops involving study groups or small-group problem solving
Direct instruction from an outside consultant on a specific topic
Peer observation and feedback
Visits to, or observations of, other schools
Release time for attending professional conferences
Enrollment in college or university courses related to your profession
Professional development via distance learning (web-based, etc.)
Workshops on using computers and technology in the classroom
Coaching (for example, working with an individual specifically trained in instruction or a
particular subject area)
None of the above
20. The next few questions pertain to your feelings about the school. Please indicate the extent to which
you agree with each of the following statements. (By 'the' school, we mean the school in which you
receive the survey.) MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
a. Many of the children I teach are not
capable of learning the material I am
supposed to teach them.
b. Parents are supportive of school staff.
c.
The academic standards at this
school are too low.
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Strongly
agree
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21. Please indicate the extent to which you agree or disagree with each of the following statements on
working with children. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
Strongly
agree
a. I really enjoy my present job.
b. I am certain I am making a difference
in the lives of the children I work with.
c.
If I could start over, I would choose
this again as my career.
22. The next few questions pertain to your beliefs about teaching or serving your students. To what
extent do you agree with each of the following statements? MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
a. If I try really hard, I can get through
even to the most difficult or
unmotivated students.
b. There is really very little I can do to
ensure that most of my students
achieve at a high level.
c.
I work to create lessons so my
students will enjoy learning and
become independent thinkers.
d. I feel sometimes it is a waste of my
time to try to do my best as a teacher.
e. The amount a student can learn is
primarily related to family background.
f.
If a student did not remember
information I gave in a previous lesson,
I would know how to increase the
student's retention in the next lesson.
g. If a student in my class becomes
disruptive and noisy, I feel assured
that I know some techniques to
redirect the student quickly.
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Strongly
agree
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The next few questions relate to practices and programs staff in your school may use to support
outcomes for students with disabilities.
•
•
PLEASE NOTE THE FOLLOWING DEFINITIONS THAT ARE RELEVANT TO QUESTION 23 BELOW:
Quality IEPs are in compliance with all requirements of state and federal laws and regulations and reflect
decisions based on the active and meaningful involvement of all members of the IEP team. The IEP
provides a clear statement of expected outcomes and the special education services and supports to be
provided to the student.
Appropriately ambitious goals are reasonably calculated goals that enable a child to make progress
appropriate in light of their circumstances.
23. Do staff at your school typically do any of the following to ensure quality IEPs? MARK ALL THAT APPLY.
Facilitate school staff attendance and participation in IEP meetings
Facilitate attendance and participation of staff from agencies outside the district in IEP meetings
Monitor the development of appropriately ambitious goals, as documented in an IEP
Monitor the services and supports specified in the IEP
Periodic review of completed IEPs
Facilitate student attendance and participation in IEP meetings
Include the student’s general education teacher(s) on the IEP team
Meet with students prior to the IEP meeting to discuss how they can participate in the meeting
Meet with students to discuss strengths, interests, preferences, or any concerns the student may
have to inform IEP development
Meet with students to discuss their progress, goals, current functioning, or academic performance
to inform IEP development
Discuss student satisfaction with goals and supports in previous IEP
Discuss student progress, current functioning, or academic performance with parents/guardians
to inform IEP development
Facilitate parent/guardian attendance and participation in IEP meetings
Provide parents/guardians with materials in advance of the IEP meeting, such as current academic
performance or assessment data
Meet with parents/guardians prior to the IEP meeting to discuss how they can participate in the
meeting
Discuss parent/guardian satisfaction with goals and supports in previous IEP
None of the above
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24. What information does your school collect to assess the quality of IEPs for students with disabilities?
MARK ALL THAT APPLY.
Records of IEP meeting attendees to ensure there is appropriate representation of all key parties
Formal assessment of the quality of some or all IEPs based on a checklist or rubric
Formal assessment of goals in some or all IEPs to ensure they are appropriately ambitious
Interviews or surveys of teachers about IEP goals and supports
Interviews or surveys of students about IEP goals and supports
Interviews or surveys of parents/guardians about IEP goals and supports
Academic outcomes of students with an IEP to monitor alignment with IEP goals and supports
Disciplinary records of students to ensure IEP includes relevant supports
None of the above
Other (Please specify):
25. In which of the following areas are teachers at your school provided support to help them ensure
students with disabilities have access to the general education curriculum?
SUPPORT MIGHT INCLUDE, FOR EXAMPLE, TRAINING, ONGOING INDIVIDUALIZED SUPPORT (SUCH AS
COACHING), GROUP SUPPORT (SUCH AS DEPARTMENTAL MEETINGS), OR RELEASE TIME TO ATTEND
PROFESSIONAL DEVELOPMENT. MARK ALL THAT APPLY.
To adapt curriculum with appropriate complexity and breadth, including incorporation of
Universal Design Learning principles
To provide accommodations
To manage student behavior
None of the above
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26. Does your school use any of the following methods to support the participation of students with
disabilities in the same nonacademic extracurricular activities as students without disabilities?
MARK ALL THAT APPLY.
Provide individualized accommodations to students with disabilities
Provide professional development to personnel supervising nonacademic activities
Offer a specific disability awareness program
Provide assistive technology to help students participate in activities
Assign students without disabilities to be “buddies" to students with disabilities
Prompt and reinforce students without disabilities to initiate and maintain interactions with
students with disabilities
Structure activities that require interaction between students with and without disabilities
Provide or assist students in getting the necessary transportation to these activities
None of the above
Other (Please specify):
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27. Which of the following strategies, programs, or curricula does your school use to support the
positive behavioral development, social-emotional skills, or mental health concerns of students
with disabilities? MARK ALL THAT APPLY.
Early childhood mental health specialists to work with children needing individualized support
Early warning indicator systems
Trauma-informed curriculum
Multi-tiered Systems of Support (MTSS)
Schoolwide Positive Behavioral Intervention and Supports
Applied Behavior Analysis (ABA), including Pivotal Response Training (PRT) and discrete trials
Functional Behavior Assessment (FBA) and Behavioral Intervention Plans (BIPS)
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) training modules
Pyramid Model for Supporting Social Emotional Competence
Calm Classroom
First Step to Success
Incredible Years
Lions Quest
Mandt System
Positive Action
Promoting Alternative Thinking Strategies (PATHS)
Second Step
Tools of the Mind
Nonviolent Crisis Intervention Training
Other (Please specify):
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28. What types of outcome data does your school examine for students with disabilities? MARK ALL
THAT APPLY.
Assessment scores
Attendance
Course progress or completion
Disciplinary actions
Grades
Functional performance/adaptive behavior
Social-emotional skills development/behavior
Other (Please specify):
The next set of questions pertains to the availability and use of instructional resources and
technology.
29. Which of the following statements is true about how well your school system provides you with
the instructional materials and other resources you need to teach or serve students with IEPs?
MARK ONE RESPONSE.
I get all the resources I need.
I get most of the resources I need.
I get some of the resources I need.
I don't get any of the resources I need.
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30. In general, how adequate is each of the following for your students with IEPs? MARK ONE RESPONSE
ON EACH ROW.
I don't use
these with
my
students.
Never
adequate
Sometimes
Often not
not
Always
adequate adequate adequate
a. Digital tablets (such as an iPad)
b. Visual display technology (for example,
SMART Board®)
c.
Computers with internet access (laptop
or desktop)
d. Licensed computer software packages
e. Paid digital subscriptions (for example,
subscriptions to online apps, platforms,
and/or programs)
31. How frequently do you or your students use computers (desktops, laptops, or other computer-type
devices such as Chromebooks) in the following instructional activities? MARK ONE RESPONSE ON
EACH ROW.
Never
Rarely
Sometimes
Often
a. Daily assignments
b. Internet research
c.
Special projects
d. Presentations
e. Homework
f.
Accessing digital resources available
through the district (intranet)
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Not
applicable
to my role
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32. How frequently do you or your students use an interactive whiteboard (for example, SMART Board®,
ActivBoard) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.
Never
Rarely
Sometimes
Often
Not
applicable
to my role
a. Daily assignments
b. Internet research
c.
Special projects
d. Presentations
e. Homework
f.
Accessing digital resources available
through the district (intranet)
33. How frequently do your students use digital tablets (such as an iPad) in the following instructional
activities? MARK ONE RESPONSE ON EACH ROW.
Never
Rarely
Sometimes
Often
a. Daily assignments
b. Internet research
c.
Special projects
d. Presentations
e. Homework
f.
Accessing digital resources available
through the district (intranet)
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Not
applicable
to my role
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The next few questions ask about your background, education experience, and credentials. The first
questions are about your characteristics.
PLEASE NOTE: IF YOU HAVE ALREADY COMPLETED THE ECLS-K:2024 SPRING SURVEY “PRIMARY
TEACHER BACKGROUND SURVEY” (WITH THE STAR IN THE UPPER RIGHT-HAND CORNER OF THE
COVER), YOU MAY GO TO QUESTION 38 ON PAGE 19. OTHERWISE, PLEASE CONTINUE WITH
QUESTION 34.
34. What is your gender? MARK ONE RESPONSE.
Male
Female
Another gender
35. In what year were you born? WRITE IN YEAR BELOW.
YEAR
36. What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces below.
American Indian or Alaska Native – Enter, for example, Navajo Nation, Blackfeet Tribe of the
Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome
Eskimo Community, Aztec, Maya, etc.
Asian – Provide details below.
Chinese
Asian Indian
Filipino
Vietnamese
Korean
Japanese
Enter, for example, Pakistani, Hmong, Afghan, etc.
Black or African American – Provide details below.
African American
Jamaican
Haitian
Nigerian
Ethiopian
Somali
Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc.
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36.
(Cont.) What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces
below.
Hispanic or Latino – Provide details below.
Mexican
Puerto Rican
Salvadoran
Cuban
Dominican
Guatemalan
Enter, for example, Colombian, Honduran, Spaniard, etc.
Middle Eastern or North African – Provide details below.
Lebanese
Iranian
Egyptian
Syrian
Iraqi
Israeli
Enter, for example, Moroccan, Yemeni, Kurdish, etc.
Native Hawaiian or Pacific Islander – Provide details below.
Native Hawaiian
Samoan
Chamorro
Tongan
Fijian
Marshallese
Enter, for example, Chuukese, Palauan, Tahitian, etc.
White – Provide details below.
English
German
Irish
Italian
Polish
Scottish
Enter, for example, French, Swedish, Norwegian, etc.
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37. What is the highest level of education you have completed? MARK ONE RESPONSE.
Did not complete high school
GO TO Q42 on page 21
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor's degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D.)
38. If you have an associate’s or bachelor’s degree, what was your undergraduate major field(s) of study?
MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
Other education-related major (such as secondary education, educational psychology,
education administration, music education, etc.)
Other major (such as history, English, etc.)
None of the above
39. If you have a graduate degree, what was the major field(s) of study of your highest level graduate
degree? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
Other education-related major (such as secondary education, educational psychology,
education administration, music education, etc.)
Other major (such as history, English, etc.)
None of the above
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40. Have you ever taken a college course in the following areas? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
English as a Second Language (ESL) or teaching English language learners (ELL)
Child development
Methods of teaching reading or language arts
Methods of teaching mathematics
Methods of teaching science
Classroom management
None of the above
41. Did any of your college or graduate school courses address issues related to the following?
MARK ALL THAT APPLY.
Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)
Coordinated Early Intervening Services (CEIS)
None of the above
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The next few questions ask about your credentials.
PLEASE NOTE: IF YOU HAVE ALREADY COMPLETED THE ECLS-K:2024 SPRING SURVEY “PRIMARY
TEACHER BACKGROUND SURVEY” (WITH THE STAR IN THE UPPER RIGHT-HAND CORNER OF THE
COVER), YOU MAY GO TO QUESTION 43, OTHERWISE, PLEASE CONTINUE WITH QUESTION 42.
42. Which of the following describes the teaching certificate, license, or permit you currently hold in
this state? MARK ONE RESPONSE.
Regular or standard state certificate or advanced professional certificate
Certificate, license, or permit issued after satisfying all requirements except the completion of a
probationary period
Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a
test before regular certification can be obtained
Certificate, license, or permit issued to persons who must complete a certification program in order to
continue teaching
I do not hold any of the above certifications in this state.
43. Which of the following credentials, licenses, or certificates do you have for working with children with
disabilities? DO NOT INCLUDE ACADEMIC DEGREES, SUCH AS A BACHELOR'S DEGREE, MASTER'S DEGREE,
OR Ph.D. MARK ALL THAT APPLY.
Disability-specific credential
Special education credential (for more than one disability category)
Early childhood special education credential
General education credential
Speech-language pathology license or credential
Do not have a credential, license, or certificate
GO TO Q47 on page 22
Other professional license, credential, or endorsement (Please specify):
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44. Which of the following best describes the type of preparation program you participated in while
earning your current certification, license, or permit? MARK ONE RESPONSE.
Traditional four-year undergraduate program based at an institution of higher education
Traditional graduate program at an institution of higher education
Alternative program based at an institution of higher education
Alternative program not based at an institution of higher education
Other preparation program
45. Is your current certification the same as your initial certification? MARK ONE RESPONSE.
Yes
GO TO Q47
No
46. Which of the following best describes the type of preparation program you participated in while
earning your initial certification? MARK ONE RESPONSE.
Traditional four-year undergraduate program based at an institution of higher education
Traditional graduate program at an institution of higher education
Alternative program based at an institution of higher education
Alternative program not based at an institution of higher education
Other preparation program
47. Have you taken the exam for National Board for Professional Teaching Standards certification?
MARK ONE RESPONSE.
Yes
No
GO TO Q49 on page 23
48. What was the result of your National Board for Professional Teaching Standards exam?
MARK ONE RESPONSE.
Awaiting test results
Passed
Have not yet passed
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The next few questions pertain to your years of experience.
49. Counting this school year, how many years have you worked in your current school, including part
time? WRITE THE NUMBER OF YEARS TO THE NEAREST FULL SCHOOL YEAR. IF THIS IS YOUR FIRST YEAR,
WRITE "1."
Year(s)
50. Counting this school year, how many total years have you been working with children receiving special
education or related services in any school, including years in which you worked part time? WRITE THE
NUMBER OF YEARS TO THE NEAREST FULL SCHOOL YEAR. IF THIS IS YOUR FIRST YEAR, WRITE "1."
Year(s)
51. Counting this school year, how many total years have you been working with children in any school,
including years in which you worked part time? This would include other assignments such as teaching
in a regular classroom or otherwise providing services to children. WRITE THE NUMBER OF YEARS TO
THE NEAREST FULL SCHOOL YEAR. IF THIS IS YOUR FIRST YEAR, WRITE "1."
Year(s)
52. How long do you plan to continue to teach or provide related services? MARK ONE RESPONSE.
As long as I am able
Until I am eligible for retirement benefits from this job
Until I am eligible for retirement benefits from a previous job
Until I am eligible for Social Security benefits
Until a specific life event occurs (for example, parenthood, marriage)
Until a more desirable job opportunity comes along
Definitely plan to leave as soon as I can
Undecided at this time
53. Please fill in the boxes below with the date the survey was completed.
2 0 2 5
MONTH
DAY
YEAR
Thank you very much for answering these questions and for taking
the time to participate in the Early Childhood Longitudinal Study.
23
SPA1
SPA1
| File Type | application/pdf |
| File Modified | 2024-09-03 |
| File Created | 2024-07-22 |