Creighton Elementary District report: climate ratings fall sharply for 1–2 year teachers; district to expand coaching

Dr. Amy Burgess, Creighton Elementary District director of student support services, told the board the district did not meet interim measure 3.2 after spring Panorama survey results showed favorable responses among teachers with 1–2 years of experience fell to 44% this year. "This year, favorable responses decreased to 44%," Burgess said, noting 27 teachers in that subgroup completed the survey.

The report also showed the district met and exceeded interim measure 3.3 for teachers with three to five years of experience: favorable responses rose to 77%, with 50 respondents representing about 93% of that subgroup. "We have met interim measure 3.3, exceeding our goal," Burgess said.

Why this matters: the district is using the student-outcomes-focused governance framework’s Guardrail 3 to track teacher recruitment, retention and professional development. Burgess said the pattern across experience levels suggests a pivotal transition in years two and three, when early-career teachers’ perceptions decline before improving as they gain experience. The dip among teachers in their second and third years, she said, signals a need for targeted support to improve retention and instructional effectiveness.

What the district will do: Burgess outlined a set of planned adjustments rather than a formal board action. The district will extend student support coaches’ work to include second-year teachers, add more instructional support from content coaches, and intentionally align student support coaches, mentor teachers and team leads so teachers receive coordinated — not overlapping — supports. Burgess also said the district will develop "an additional survey specifically for teachers with one to two years of experience to better understand their needs."

Data and limits: Burgess emphasized the Panorama adult survey is anonymous and administered in fall and spring, and that anonymity limits the district’s ability to link responses to individuals, track growth for specific teachers, or implement targeted interventions based solely on Panorama data. She reported 237 certified staff completed the spring survey (about 80% participation) and that site-level disaggregation is possible, though she said responses fluctuate by question and site with no clear consistent pattern.

How supports will be coordinated: To avoid overwhelming new teachers with multiple coaching roles, Burgess said each role has defined responsibilities. Student support coaches will focus on foundational instructional practices and classroom management; content coaches will provide subject-area instruction support; mentor teachers will support day-to-day procedures and be invited to new-teacher cadre sessions; and one coach will be assigned as primary while another serves as secondary to align efforts.

Monitoring and next steps: The district will not rely solely on Panorama results to assess impact. Burgess said the district will use multiple measures — mentor teacher surveys, one-on-one reflective meetings, stay interviews and ongoing coaching cycles — and will streamline guardrails next year to concentrate on one initiative per guardrail. No formal motions or votes were recorded during the presentation; Burgess concluded by thanking the board.

The board may follow up on implementation milestones and the results of the targeted survey as the district monitors the impact of extended coaching and aligned supports.