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    Clement - Finding and Keeping High Quality Teachers

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    1es ver DT Lh ochre Ser. Finding and Keeping High-Quality Teachers Large mimbers of retsing teachers, low retention of aew teachers, and the need for ‘more reaches ro reduce cas sie have made the teacher shortage immediate in many school distcts. This shortage is partculey «tical in pany Lage urban schools and isolated rua areas (Purell 1999). nal kinds of commurities, districts are finding it increasing ificuleco fill the demand for math, science, oregn language, ESOL, and special edurtion teachers (American Assocator for Employment in Elation 2000), And nationvide,edvcaion policy ‘makers are ecngnizing the urgent need to increase the aurnber of minority teachers to reflect the diversity ofthe siden population ‘This lnfrmed Eaucter outlines the roles tha: central-ofice administrators principal, and others ean playin finding the best posible teachers to sta out public scools. Trditional recruitment methods are sil fective as part ofthe ‘overall remuitmentprogrant~hut they mus be supplemented with innovative approaches thar involve partnerships With onienities and others outside the school district, In ation, this publication discuses the other vital par ofthe task—keeping teachers on board and helping them find satisfaction and growth in their profes sion, Again, a combination of tdtional and new approaches to teacher retention may work best Finding the Best Teachers ising now reaches has bec consuming jo, with year round responsibil tes for school dsrer administrators and school principals (Clement, D'Amico, an Protheroe 2000). In onde open the school doors each fal witha well-qualified teaching force, districts need to eeate a strategic plan for recriting and hiring teachers, ad to designate sficient fang and personnel o dese tasks Since time and budgets are generally limited, networks and collaborative efforts with other school districts, universities, business, and community ens ae needed. Inthe next few pages, we look at ways tha school lesders can expand and en- hance the effectiveness ofreemitment efforts, Create the District Context for Effective Teacher Recruitment In the midst ofthe inceeasngly competi ‘environment for recruiting new teachers the frst step sto make sue the school district per sonnel system helps, rather than hinders, efforts to hire well-qualified teachers. Smith and Kea (1996) identified the components ofa system that would make teacher selection efficent rel shes and valid. Theis research fond tat the best hiring systems + identify those attitudes, behavior, ad skills that characterize the kind of teachers most wanted in classroom scxcen for these charscteristies at every stage of data collection and candidate evaluation validate the selection process to ensue that it predicts excellence in classroom and pro fessional pesformance; ensure tha dhe hiring process complies with federal, state, nd focal laws; iminate unproductive paperwork so that the best candidates have confidence in the speed and skill of the system secriting Copyright® 2001 Educational Research Service, Reproduction ofthis publication by ‘others, in whole or in part, is prohibited without express written permission trom ERS, - EBS. Educational Research Service — — ‘themselves questons such as these: Recrutment— tonew teachers? Retention — Why do teachers leave your dati? + How are new teachers evaluated? ‘Source: Evbanks 2000, Recruitment and Retention: Questions to Consider In speaking bout the teacher recruitment and retention challange," Segun Eubanks ofthe National Ecation Association suggests that cists wanting Io improve thelr practies in these areas ask + How mich does itcostto recruit a new teacher to your district? * Does your distet have clearly detined cera for what a new teacher should know and be abe todo? It, Row ar thes erteria implemented when reruting new taachers and when providing induction * what type sunportand assistance do your new teachers want? * How are new teachors assigned to schools andlor classrooms? ‘taf ime spent on cleric asks; reserve labor-intensive fersonal evaluative tech= niques only forthe most promising candidates; provide prom, accessitle, and accurate informa fon cnt aa ges ofthe ing po ive decision makers accurate and timely infor ‘ation about the overall proces and its results ‘The hing process isthe candidate's first impees- son ofthe school or school district. nv a job market ‘where fly ert reaches in high- need areas can pick thee position, candidats willbe using inter- ‘ews not only to be hired, bu also to make their de~ [som about where they wan w work, The hiring process is the candidate's first impression of the school or school district Job advertisements shoul be writen with “ruth in adversning” For example "When New York City ‘ceded to find teachers fr is toughest ity schools, recruiters decided they woul Tenge. They made their seling point. Andie worked" (Dean 2001, 1) je sigarcont the chal automate the proces whenever posible to reduce (Candidates willbe impressed with a district if ‘thie inquiries to jb advertisements recive quick re~ sponses, Guidlines include 1. Send form letter to any candidate who sub- ‘mits a cover letter and resumé to the appropri- ste offic, 2. Send a checklist of other items that the andi- date needs to submit tobe considered for po- sition and deadline for completion of applica Sion and all ther supporting paperwork such as eters of recommendation, transcripts, crimi- fal background checks) 3, Tn the candidate how to keep in touch with the district throughout the initial sages ofthe application process and provide avonact per- fn and phone number oe email address fr fur ther questions 4. Inform the candidate about any special proce- clues, such as preliminary telephone iter- 5. Ifyou deside to interview the candidate, ake ‘he iniation to interview very detailed and professional Schedule the iterew ab quickly 4 posible and inchide complete directions ro "he school or interview site 6, IF postion has already boen fille, inform the candlte in writing, Ihe candidate's resume indicates other areas of certification that atch nother opening, ask the candidate about his oF Ihe interest for the differen opening. Expand Traditional Recnuting ‘Traditional reeruitig fs usually meant chat a pessonnel director, assistant superintendent, and/or team of principals attndec local teacher plicement {hiya colleges inthe spe. Ater meeting with po tential candidates and caring tesunés back to their slstrct the administrators probably had kage nough pool of candidates to fil their vacances These days, however, you reed to look at these tadi= tional methods and consiee how they can yield a Making the most ofjob aie. Job fir remain good way to meet with many candidates in ashore, time, but successful recruiters may need to revise the approaches they use a thes: events. Traditional teacher placement firs have changed and are now looking more ike ere reeritment lr. You need © rete a booth that adverts your district and your ‘ommunity—a booth tha i packable and moveable. Take advantage of your sty’ chamber of com- merce for material sbou the connity In fat ery taking a chamber of commerce representative with you to the job air to “sel” ne comity New teachers want wo know about the availablity of hous ing and rereation in the commit: In shoe, this 1 good place to ive? The chamber of commer and loca rea estate agents will ep to answer this ques- tion for prospective new hits so inchide these people or their publications a your recruitment ef= fort ‘The business community will want to be involved in recruiting these new teachers, besase thet sala~ es wil create more buying power tha wil be re tumed 10 che commaniy, Eeryone in community jsa stakeholder forthe creation of good, well-safed schools Small colleges often join sich her for jab ies so that employers ean meet with more candidates in 21one- oF tor day’ period. Take advantage of com bined job fis: they wil save you valle travel Collaborating with the caece center. la tay’ smasher, alministrators chard with staffing aust work much more closely with both the carer centers and the colleges oftacher education at che university to build their teaching faculees. Developing a work- ing relationship withthe eater center ata university canbe the fst ink in recruitment, Career centers pblish job wacaney bulletins and newsleters for their YS. Educational Research Service —§ ——— sudents year round, District vacancies should be posted in all ofthe college carcr centers in the state, 2 well thot in each neighboring state. Dont for set that some midwestern states ae still producing more teaches than needed, an those states have graduates who canbe recruited to war sunbelt (Once you have established phone contacts with ‘carer centers and they kaow who you are, your follow-up conversations may all be done via email Every ime you have a vacancy, email the specifica tions ofthe position to as many college caoer centers 2s posible College carer centers not only post your openings contin, bue may have websites with information their cutent candidates in teacher education, Thi site may lit numbers of graduates by field, or may have candidates resumes ailable for you aise: A {quick phone call and follow-up reading ofthe cen ters webpage will help you deterine whether vist to this campus is worth your time and effort. Career centers can arrange a dy for you to interview their teacher education candidates with or without your Participation ina traditional jal fae, High-Quality Schoo! Districts Attract High-Quality Teachers ‘The quality ofthe school as workplace i the best possible recrutment oo. Teachers share the ‘reputation of their schoo! withthe commu, the Lunwersy. and even tne media. Positive choo! ‘morale anda supportive environment can be ‘created at any schoo. Dynamic acminstators who suppor teachers ans use teachers’ expertise in ‘ecision-making wil crate a school where teach- rs want io work Recruitment of now teachers for ‘such schools wil our natural The directors of college carer centers participate in their own organizations specifically the American Assocation for Employment in Education formerly ASCUS; email AAEE@ton cd For moa informa sion), By attending national, sate, o gional confereace withthe director af a nearby cllege «carer cente, ou can ld your wa network with & group of professionals wha can help you with all of Your stating ned, uncon Resch Semie Collaborating wth colleges of education. Scio! ities have always relied onthe Incl universities’ teacher education progr to prepare the best posible teacher candidates Now teacher education rogeams are not based solely on campuses but ase often feld-based programs where canilidates com- plete hundreds of houts in public schools before riduacing. your district inks wieh Uh office of field experi- ences and student teaching at university, you ean nos practicum students and stent teaches in your schools. More intense collaborations ca Jad to be- coming a Profesional Development School (PDS) site where you wll not only be creating 3 pool of po tential new hiss, but your practicing teachers will Ihave opportanities to tain tomorrow's teachers Practicum students and stale teachers who are on site canbe observed while tching, giving you more 3 nto thee teaching potential, your schoo! is oo far sway from campus to host practicum students ane student teachers, con sider bringing a team of teachers and administrators to the school of education once of tice a year to speak with student teachers or methods clasts. Col- lege professors seck quest speakers, and students want to hear fiom experienced tezchers. Your guest appeas~ ances in classes age areesitment took, but ae alo filling a need ofthe college to provide elise and ‘current information to students of teacher education, *Castinga wider net." Ie eves to rec ual fied new teachers, administators are taveling to ‘more job fue, and raveling to fis father fom ‘heir distri. In addition dstriets are creating thet ‘own recruitment divs, often on Saturdays and are ‘combining with othe districts to offer ajo far, lange district or mult-distie faie wil aera job seekers if advertised wll n dance, and if ean sates know ofthe specitic openings tae are available Out-of-state secrvitmentis certainly an option, but be prepared for sme chillenges. Since each sexe ths its own certification proass, recat fom other states mus include conplete orientation ta the new hire about how to heconse certified in your state. Some out-of-state hizes will sed to tke certification test, and others will need to take adlitonal couse” work. Be clea to ew hires about your districts ime limits for geting certification in the new state and Provide all the necessary coat nformation tat the new hize will need m9 process he paperwork. Assign ‘one person from yous personel oie to hale this paperwork so tha is completed ficiently: Additonal brientaion for new out-of-state ise nay be needed because each state as is own guidelines dbaedized testing and curriculum. Some large schoo! districts are rcriting fom foreign counties with good results (Fersechio 2001; Lond 2001). Teacher saries ae anactve to foreign professionals who ae ako attracted to the apport nity to lve in che United States. The dsidvantages of foreign recruitment may be language harriers, iman- aration paperwork and culture shock, Foveign re ‘uits need very specific oventation tothe American school sytem, methods of postive cissoom man- agement, and the states cuviculam mandates Hen lever, che advantage ofthe informal cultural exchange bbermeen teacher and students, coupled with the po- tential to diversify the eeaching force, make foreign secruitment a seious consideration for some dsc Grow Your Own New Teachers— ocrutt internally Before the curren teacher shortage, many subst tue teachers and paraprofesionale were actualy cer sified teachers who were uring to ge thet foot the door for fll-sime postions In today's market, ‘many paraproestonalsand substrate teachers have Timited degree wor, bt may sl be very interested in becoming certified teachers. The idea of growing your own teachers is a long-term solution to the teacher shortage, but one that you should not overlook If posible, encourage these staff member to ‘continue their education. Create a pipeline for parapeotssionals and substinutes to complete general ‘suction requirements ata community college that will fed ito a university teacher education program, Some universities may be able to give rei for fed experiences competed shile working as aparapro= fessional or substiat, if properly supervised. Again, the cstrit’s es tothe community colleges and tniverstes may enable the creation of innovative programs. Tuition funding, even if only partial, may enable some schoo staf members to become certfed teachers. Jorgenson call local juoe and community eol- leges “untapped resources" (2001, 66) forthe recruit ment of prospective teachers expevaly minority candidates, Schoo! district can collaborate with four ‘year institutions to rerui somanunity college st ‘dens into teacher education programs. Options Include recasting a career days at community col leges and also hosting community college students into your school to be mieatored by practicing teachers, The idea of growing your own teachers slong ‘eam solution to the teache: shortage, but one chat you should not overlook. When mile schools and high schools have carer das, the ob of teacher i often left our because teachers are ll around. How ‘ever eachers should always be speaking at career days inthe school systems High schools can offer a teacher cadet class where juniors and seniors read abeut the eaching profes sion and then paccipace in eaching experiences at the clementary or middle shoots. High school stu= dents can voluntes to workin elementary schools to fulfill hee service learning requirement and may ds ‘over that teaching i indeed the earer forthe, The local teacher organization/ aon may watt sponsor ‘student clu for fiture teachers Some elementary principals discover paeats of children in thee schoo] who ae actully certified teachers, but who hase opted to “stop-out” ofthe profession during thei hilcteneary years af school. By becoming acqusited with these pares sn by watching far other ged parent volonters, some principals can recruit fom the pool of parents Offering supervised before and afer school day cate would be areal incentive to recruit these parents of very young children back int the —— — ©B. ducstinnal Research Service oe who receive much supervision fom the college or re= ional offic of education Adkitional mentoring, coaching and supervision will be required for non-certfed teachers but the support ofthe college, regional ofce of education, of state Board of education can ease the supervision bunden on the local schoo! aod help yo to “ron” a

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