recruitment and retention strategy
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Retention Update
A PRESENTATION BY THE OFFICE OF HUM AN RESOURCES
National Indicators
Enrollment in teacher preparation programs dropped by 43 percent between 2010 and 2018, with some states experiencing drastic declines of more than 50 percent
Data on individuals completing teacher preparation programs reveal that from 2003 through 2013, there were more than 200,000 students completing teacher preparation programs; in 2018, however, fewer than 160,000 students completed such programs.
High rate of turnover - more than 40 percent of the people who do go into teaching exit the profession within five years
Distribution of teachers – not enough qualified and willing teachers to teach in urban and rural schools
Most teachers want to teach within 15 miles from where they went to school or where they live
Poor working conditions, such as low salaries and test-driven school culture
Source: Author’s calculations based on U.S. Department of Education. “Title II Reports.” available at https://title2.ed.gov/Public/home.aspx
National Indicators
National Indicators
National Indicators
For the first time in years, a majority of parents
surveyed by PDK International (Phi Delta Kappa) in
2018 said that they do not want their children to
become teachers. Due to low salaries, difficult
working conditions, and a lack of career pathway
opportunities, the teaching profession as a whole
cannot compare with other high-status professions
such as medicine and law.
National Indicators
A recent survey found that 80% of classroom teachers have seriously considered leaving the profession in the past 12 months because of the following reasons.
Reality
Lack of Respect
Paperwork
Increased work loads
Environment/work conditions
Job Security
Pressure to focus on the progress of the highest achievers
Over testing
Student behavior and lack of management support
Source: Author’s calculations based on U.S. Department of Education. “Title II Reports.” available at https://title2.ed.gov/Public/home.aspx
State of MarylandTeacher shortages are common across the country, but Maryland is unique among surrounding states because Maryland’s schools of education don't produce enough graduates to fill the teacher vacancies each year. An “import” state, Maryland must attract about half of its new teachers from out-of-state, many from Pennsylvania.
Rates of Teacher Burn Out
Data shows that between 40% and 50% of teachers leave the profession within their first five years of teaching. For teachers working in an urban setting, this rate is right at 50%.
SOURCE: Maryland Teacher Staffing Report 2019-2020, September 2019
State of Maryland Shortage areas
Career and Technology
Computer Science
Business Education
English Language Arts
Mathematics
ESOL
Science (Chemistry, Earth/Space Science, Physical Science and Physics)
Special Education (Birth-grade 3; Elementary/Middle School; Secondary/Adult; Hearing Impaired; Visually Impaired)
World Language
The Arts
SOURCE: Maryland Teacher Staffing Report 2019-2020, October 2019
State of Maryland
The Maryland State Board of Education declares
All 24 counties as geographic areas of projected shortage of certified teachers.
There is a shortage of teachers who are males and teachers who are members of minority groups.
Shortage of the non-classroom professional positions of Library/Media Specialist, School Psychologist, and Speech/Language Pathologist.
SOURCE: Maryland Teacher Staffing Report 2019-2020, October 2019
Charles County Public Schools
Year Number of Separations Percentage
2015-2016 195 10.19%
2016-2017 254 13.6%
2017-2018 275 14.57%
2018-2019 245 13.04%
2019-2020 187 9.94%
July 1 - June 30 of that School Year
Charles County Public Schools
276
257
189
101
0
50
100
150
200
250
300
June 2017 June 2018 June 2019 June 2020
Resignations, Retirements and Terminations
Charles County Public Schools
TOP 5 REASONS TEACHERS DEPARTED
CHARLES COUNTY PUBLIC SCHOOLS
Charles County Public Schools
67
45
42
24
21
0
10
20
30
40
50
60
70
80
Relocation Teaching in another MD LEA Retirement Certification Non-Compliance Teaching in another State
June 2017 Top Reasons for Separation
Charles County Public Schools
52
47
3534
19
0
10
20
30
40
50
60
Teaching in another MD LEA Relocation Teaching in another State Retirement Certification Non-Compliance
June 2018 Top Reasons for Separation
Charles County Public Schools
4746
41
13 13
0
5
10
15
20
25
30
35
40
45
50
Teaching in another MD LEA Relocation Certification Non-Compliance Teaching in another State Working in another business
June 2019 Top Reasons for Separation
Charles County Public Schools
36
22
12 12
5
0
5
10
15
20
25
30
35
40
Relocation Teaching in another MD LEA Teaching in another State Certification Non-Compliance Working in another business
June 2020 Top Reasons for Separation
Charles County Public SchoolsEXIT INTERVIEW PROCESS
Resignation Received (Email or Signed Resignation Letter)
Prior to SY2019
HR Representative would contact each individual exiting from the system
(voluntarily or involuntarily) and attempt to conduct an exit interview
Since SY2019
HR Representative communicates with each individual separating from the system
(voluntarily or involuntarily) via email. The email thanks them for their service to
the students of CCPS and it also includes a link to conduct an anonymous exit
survey. The exiting employee will complete the Exit Survey as thoroughly as
possible.
The Exit Survey includes several questions and takes less than 15 minutes
Charles County Public SchoolsCHALLENGES PRESENTED BY NEW TEACHERS
Training/Guidance/Mentorship
Classroom Management Skills (class contracts, behavior charts, understanding appropriate steps for discipline and managing behaviors)
Time Management
Setting up and using the Gradebook
Lesson Planning
Clarification on role as a co-teacher or IA’s role for support
Clarification of role as a case manager or what is the role of the case manager for the student in my class with an IEP
Access to curriculum before school starts; knowing our course schedule to prepare
More information on SLO’s and portfolios, etc. – who looks at these? What are they used for? How are they evaluated in terms of being rehired/tenured
Provide a better understanding of the administrative duties such as disciplinary procedures and objectives matching SLO’s when students have IEP’s and 504’s
Charles County Public SchoolsTEACHER COMMENTS FROM EXIT INTERVIEWS
In-service sessions were purposeless; no one leading so it turns into complaining sessions for teachers. The last one was conducted in the dark in the media center and they were checked on but no one was running the session
“Felt unwelcomed from the beginning“
“Staff is unfriendly, unwilling to collaborate and there seems to be a clique”
“Technology is disappointing – school technology and smart boards have not worked properly in 2 years”
Has experienced teaching in multiple states, CCPS by far is the most “disappointing experiences”
Onboarding with CCPS has been one of the best yet onboarding processes when compared to other school systems, but “school leadership is failing her building”
Was visited by a Content Specialist for an observation. The Content Specialist conducted the observation and gave some feedback, but did not explain “the how” when identifying what needs to be worked on.
Charles County Public SchoolsTHINGS THAT PRINCIPALS DO TO RETAIN TEACHERS IN THEIR BUILDINGS
Phone call to welcome as soon as job offer is accepted.
Team leader will call staff member to welcome and arrange a time to meet
with the team - usually, it's over lunch.
Invite new staff member into the building to visit classroom and tour again
since they will be looking at everything with a different purpose.
Stop by classroom/email frequently to check in.
Regularly place hand-written notes in mailboxes.
Now, we have Superstar Virtual Teacher recognition where families can
nominate teachers. Teachers receive a small treat and a copy of the
recognition that the families wrote.
Placed recognition signs in all staff members' yards - new this school year.
Continued Next Steps
Continue to
Analyze
Departure Trends
Why are teachers
leaving?
Where are teachers
going?
What schools have the
most turn-over and
why?
What schools have the
least turn-over?
What is leadership doing
about it?
Conduct Focus
Groups
2nd and 3rd year teachers
from the elementary and
secondary schools with the
highest turn-over rates
Analyze climate surveys
and build action plans
Leadership focus groups to
balance perspectives
School based retention
initiatives
Develop school-
based retention
initiatives
Conduct ongoing
surveys to focus on what
supports might be
needed in an effort to
problem solve as soon
as a concern arises
New Teacher Meetings
Social Committees
Recommendations to continue to consider
Cont inue to minimize administ rat ive changes
Develop dist r ict wide retent ion init iat ive
Cont inue to enhance the current mentoring program
Cont inue to enhance principal t raining
Develop alternat ive cert if icat ion program ( Grow Your Own) to f ill hard to f ill
vacancies
Recommendations to ConsiderConsider signing bonus program for teachers in high needs areas
Create a paid referral program
Speaker series events from impact ful speakers. ( speakers should include academics,
elected off icials, heads of indust ry)
Week ly spots dedicated to teacher of the month on our educat ion channel and
public access network ( build capacit y to honor and parade teachers locally)
Work with local property management companies to get rental assistance for
teachers
Questions?
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