SAMPLE RETENTION PLAN WITH PLAYBOOK

Purpose This tool provides an example of a retention plan with 3 sample playbook strategies to support implementation. Teams can use this as a guide for their own planning and as a starting point to improve retention.

Intended User(s) HR/HC Leads and Teams

This document contains a sample retention plan to improve retention of effective and highly effective teachers using USHCA’s Impact Planning & Execution Model tool. To support this plan, we have also created and included three sample “plays” – or pre-determined strategic options – that can be selected to help you reach the goalposts – big checkpoints along the way to your goal that are based on evidence.

For additional information, see the following tools: Impact Planning & Execution Model with Template; and How To – Using a Playbook to Move Plans Forward.

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SAMPLE RETENTION PLAN Area for Improvement

Teacher RetentionTimeframe

October 2017 – September 2018Connection to District Strategy

Retaining high-performers will improve student achievement.

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Possible Plays / Strategies to Reach

Goalpost

Pathways to GP #1

Goalpost #1List of high perform

ing teachers to retain – by school & subject

Pathways to GP #2

Goalpost #2Analysis of w

hy high performing teachers stay and leave

Pathways to GP #3

Goalpost #3 Create 2-3 district strategies to address identified retention gaps

Pathways to GP #4

Goalpost #4School level retention plans for each high perform

ing teacher

GoalU

se Power M

etric Benchmarks

90% retention of effective and highly effective teachers

a) Analyze performance data to identify high-performers

b) Ask principals to identify their high-performers

c) Ask high performing teachers why they stay or leave

d) Analyze past teacher turnover reasons by asking Principals

e) Inventory current retention strategies & their effectiveness

f) Use the Targeted Retention Strategies Tool to explore strategies, and prioritize with Impact v. Effort Tool

g) Train principals to hold “Stay” conversations, with Principal Supervisor support

h) Provide high quality new teacher induction at the school level

Owner (Responsible) Director of Performance Mgmt

Director of HR Partners HR Chief HR Partners

Teams Involved(Accountable)

Data, HR Partners, Accountability

Data, HR Partners Supt Cabinet Principal Supervisors

Milestone Metrics Response rates from Principals Response rates from Principals

% of teachers lost in first semester

% of Principals receiving development work

Potential Risks - Performance data may not differentiate

- Union push back

- Low response rate - Mismatch with your needs

- Too one-size-fits-all- High costs

- Low principal participation or interest

- Competing interests- Union pushback

Partners to Consult (c) or Inform (i)

Principals (c); Principal Supervisors (i); Union (i); High Performing Teachers (i)

Principals (i); Principal Supervisors (i); Union (i)

Principals (c); Principal Supervisors (c); Union (i); High Performing Teachers (c)

Union (i)

Differentiation Approach

Prioritize high-needs schools and shortages

Consider questions for High-Needs schools and subjects

Strategies for for High-Needs schools and subjects

Provide more support to new principals

Timeframe Oct – Nov 2017 Nov – Jan 2018 Jan – Mar 2018 Jan – Jun 2018

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RETENTION PLAYBOOK3 Sample Plays

This playbook contains 3 sample plays you can use and build on to reach the intended goalpost.

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THE KEEPERS – PART 1: Identifying Top Teachers to Retain Using District Data

When to Use this Play: If you have not yet used your district data to identify your highly effective teachers then mine the data you currently collect about your teachers to identify top performers.

Related Research Only 20% of teachers are high-performing or “Irreplaceable.” Irreplacecables generate 5-6 more months of student

learning and it can take 11 hires to find one of comparable quality. Most schools retain high performers at rates similar to low-performers.1

Key Action Steps Goalpost # 1: List of high performing teachers to

retain – by school & subject

o Review the district’s teacher evaluation results to understand how performance is differentiated across the district.o If possible, separate professional practice results from student performance/learning measures,

to better understand the impacts of each teacher.

o Dissagregate and analyze performance data to understand who the high-performing teachers are by:o Schoolo Subjecto Teacher leadership role o Pathwayo Demographicso Years of experience, etc.

2. Share your findings with principals and principal supervisors so they have a sense of who the evaluation data identified as the top performing teachers.

1 TNTP. (2012). The Irreplaceables: Understanding the real retention crisis in America’s urban schools. New York City, NY.

Key Players to Involve Performance Management Team – Support data collection and analysis. Data Team – Analyze key data.

Ideal Time to Start September/ October – start at the beginning of the school year to proactively identify high-

performers to retain.

Deliverables Aggregated list of all high-performing teachers by school, subject, tenure status, etc.

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Remember to update/modify this play as needed so it can be even more successful in the future.

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THE KEEPERS – PART 2: Engaging Principals to Identify Top Teachers to Retain

When to Use this Play: If you want to proactively engage your principals to understand who to retain OR you want to complement your evaluation data OR you are struggling to identify your top teachers through your evaluation data then ask your principals for feedback.

Related Research Only 20% of teachers are high-performing or “Irreplaceable.” Irreplacecables generate 5-6 more months of student

learning and it can take 11 hires to find one of comparable quality. Most schools retain high performers at rates similar to low-performers.2

Key Action Steps Goalpost # 1: List of high performing

teachers to retain – by school & subject

1. Design a survey for all principals to identify their best teachers. o Provide a pre-loaded roster of teaching staff with distinct answer options to make it easier for

principals to respond and for HR to track and analyze data.AND/OR

In a one-on-one meeting, discuss the top performers with principals, gathering additional insights and information on each teacher to ultimately inform retention strategies.o Focus on high-needs schools with particularly high, as well as low turnover to probe more deeply.o To further hone results, if needed, use School-Level Retention Mapping & Strategies Tool.o Where possible, coordinate this meeting with Principal Supervisors or other pre-scheduled visits.

Refer to the Appendix for Overall Guiding Questions and a Sample Meeting Facilitation Guide.2. Cross-reference the principal’s feedback with evaluation data, if available. 3. Share your findings with principals and principal supervisors so they have a clear list of the top

performing teachers.

Remember to update/modify this play as needed so it can be even more successful in the future.

2 TNTP. (2012). The Irreplaceables: Understanding the real retention crisis in America’s urban schools. New York City, NY.

Key Players to Involve Principals – Engage principals to identify top performers and provide deeper insights to help inform

future efforts to profile high performers. Principal Supervisors – Notify principal supervisors that you’ll be working with principals to identify

top teachers.

Ideal Time to Start September/ October – start at the beginning of the school year to proactively identify high-

performers to retain.

Deliverables Aggregated list of all high-performing teachers by school, subject, tenure status, etc.

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AppendixTHE KEEPERS – PART 2: Engaging Principals to Identify Top Teachers to Retain

Overall Guiding Questions

1) Who are your best teachers? Which teachers can you least afford to lose?

2) Share more on these teaches you just identified?

a. Do you have any data that indicates that these teachers are driving student strong student academic growth and learning?

b. What classroom practices have you observed?

c. What else can you share about these teachers? This will help me identify other great teachers across the district.

d. Among these teachers, which ones are strong candidates for promotional and leadership opportunities in the next year?

3) What are your plans to retain/motivate these teachers?

4) What supports can we provide in this effort?

5) How are your new teachers doing? Do you have potential “stars” in this group?

Sample Meeting Facilitation Guide

1) Introductions and Purpose

a. To identify top performing teachers

b. To identify strengths and characteristics based on data and qualitative feedback and insights

c. To identify current plans to retain and motivate high performers

d. Share district level programs and school level initiatives

2) Review teacher staffing data

3) Engage principal to identify their top performers with supporting data, observations, and other findings. Also, have the principal identify any individuals who are potentially strong candidates for leadership opportunities.

4) Review principal’s plans to retain and motivate this group. Engage principal to share individualized plans for each teacher. Discuss how has the principal engaged each teacher in the past.

5) Share information on external programs and partnerships, district-wide initiatives, and school-based efforts and strategies. Key findings from exit survey data can also help to inform both principal and district led efforts.

6) Discuss potential services and supports.

7) Next steps and external support needs

a. Summarize all next steps on the part of the principal.

b. Discuss any external support needs.

Note: As part of this meeting, new teacher feedback should also be discussed.

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TELL ME WHY: Understanding Why Teachers Stay and Why they Leave

When to Use this Play: If you don’t know why your teachers leave – or stay then ask your teachers to tell you.

Related Research Administrator support, personal growth, and a positive school culture, impact a teacher’s decision to stay or go.3 Millennials, in particular, want to work in an environment that is fair, encouraging, and inclusive of teacher voice

in decision-making.4

Key Action Steps Goalpost # 2: Analysis of why

high performing teachers stay

and leave

1. Conduct an Exit Survey for effective teachers that leave and a Stay Interview for those that remain, using multiple formats.o One-on-one in-person or telephone interviews conducted by HR staff, manager, or supervisor.o Questionnaires and Surveys using an electronic survey tool, such as Survey Monkey. o See the Engaging Teacher and Principal Voice Tool for more engagement ideas.

2. Identify trends, particularly where responses from teachers who stay and teachers who leave overlap.o Disaggregate data by gender, race, pathway, and retention lenses.o Use quotes to reflect teachers’ exact reasons.

3. Share information with principals and principal supervisors to encourage joint problem-solving and retention efforts.

Remember to update/modify this play as needed so it can be even more successful in the future.

3 Simon, N., and Moore-Johnson, S. (2015). Teacher Turnover in High-Poverty Schools: We Know and Can Do. Project on the Next Generation of Teachers. Harvard School of Education. http://www.tcrecord.org/Content.asp?ContentId=178104 Erdmann-Sullivan, H. (2017) Retention by Generation-What Matters Most. http://workplace.care.com/retention-by-generation-what-matters-most

Key Players to Involve Highly Effective Teachers who Stay – Select teachers with varied characteristics and at varied

career stages. Highly Effective Teachers who Leave – Invite only highly effective teachers to participate. Principals – Ask principals to recommend teachers to survey. Share district and school-level

results/responses. Principal Supervisors – Share analysis of the data from interviews/surveys by region and school.

Ideal Time to Start The Stay Interview/Surveys – Early to mid-Fall. Exit Interviews/Surveys – Year-round as part of the off-boarding process.

Deliverables List of top retention/attrition reasons based on data.

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WHAT’S IN PLACE ALREADY? Inventorying Current Retention Strategies

When to Use this Play: If you don’t know which of your retention strategies have impact then inventory and assess your current strategies to understand which to continue/grow and which to stop.

Related Research 3 in 4 high performing teachers with plans to leave their schools say they would stay if their top reaons for

leaving improved. Top teachers who experience two or more of these retention strategies (feedback and development,

recognition, responsibility and advancement, resources) plan to keep teaching at their schools for nearly twice as long (2-6 more years).5

Key Action Steps

Goalpost # 3: Create 2-3 district strategies to address identified retention

gaps

1. Inventory all current retention initiatives, including, but not limited to:o District-funded and managed programs (e.g., mentoring);o School-based retention efforts (ask top principals what they are doing that works); ando External partnerships (e.g., Teacher Prep Providers).

2. Where possible, determine the effectiveness of each retention initiative.o Compare retention rates by initiative to identify your highest leverage strategies.o Share your analysis with other departments, as appropriate.

3. Review results of the Tell Me Why Play – on the reasons people stay or go – and determine which of your current strategies fit best to address your identified gaps.o Use an Impact vs. Effort Tool to map strategies to further prioritize which strategies to pursue.

4. Continue and grow retention strategies that best address your identified gaps.o Stop activities that don’t support your gaps.o If you need additional retention strategies, see the Targeted Retention Strategies Tool.

Remember to update/modify this play as needed so it can be even more successful in the future.

5 TNTP. (2012). The Irreplaceables: Understanding the real retention crisis in America’s urban schools. New York City, NY.

Key Players to Involve Principals – Ask principals, particularly those with a history of retaining top teachers, what works to

retain teachers. Data Team – Calculate retention data by program, if available. Other Partners in Retention – like Academics & Principal Supervisors – Share your analysis with

them so they understand high leverage retention activities and how they match to attrition and retention reasons.

Ideal Time to Start Fall – In order to conduct the analysis, measure impact, and develop a plan for the coming year.

Deliverables Analysis of the effectiveness of current retention programs, 2-3 top retention strategies identified

that meet the district’s needs

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WELCOME ABOARD: Inducting & Retaining New Teachers at the School-level

When to Use this Play: If your school has recently hired new teachers then a strong induction process contributes to increased teacher effectiveness and retention.

Related Research New teacher induction in the first year of teaching predicts less teacher migration and attrition,6 as well

as improves teacher performance.7

Key Action Steps Goalpost # 4: School-level retention plans for each high-perform

ing teacher

1. Welcome new teachers to the school by introducing new teachers to all school staff and providing key information in advance of their first day (calendar of events, contact lists, etc.).o For key supports provided by HR, see Creating a Successful Onboarding Experience.

2. Develop individualized school-level induction and assignment plans for each teacher based on their background and experiences (e.g., new to teaching, new to the school or district, subject area, on-ramp). o See District vs. School Roles in Supporting Induction.

5. Provide a formal or informal mentor to provide the new teacher with additional support and check-in with both the mentor and new teacher to ensure a productive relationship.o See NTC’s High Quality Mentoring and Induction Practices.

6. Differentiate ongoing supports and retention strategies based on the new teacher’s development over time – giving more time to those teachers you especially want to retain (e.g., shortage area teachers and effective new teachers) or those you may need to exit.o Use the School Retention Mapping Tool to group new teachers by your intent to retain them.

Remember to update/modify this play as needed so it can be even more successful in the future.

6 Ronfeldt, M. & McQueen, K. (2017). Does New Teacher Induction Really Improve Retention? Journal of Teacher Education.7 New Teacher Center, 2017. Newteachercenter.org

Key Players to Involve Principals – Develop an individualized induction plan for each new teacher with support from HR.

Provide informal and/or formal mentors for new teachers, complementing district induction. Principal Supervisors – Ensure new teachers receive ongoing support and provide assistance to

principal, as needed. Teachers – Encourage veteran teachers to play a role in welcoming and supporting new teachers to

the school.

Ideal Time to Start As soon as a new teacher is assigned or selected to the school.

Deliverables School retention rates of new teachers over time New teacher survey/feedback on school-based induction

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EASY REFERENCE: TEACHER POWER METRICS & BENCHMARKSPurpose This tool provides a quick reference to USHCA’s Teacher Power Metrics and Benchmarks, with

references to their location in the ABC Tools. HR teams can use this document to identify key metrics to track for planning and monitoring purposes.

ABC Ref. Recruitment & Selection Power Metrics Recruitment & Selection Power Metrics BenchmarksVI.B Percentage of new teachers - by Provider - with effective

or higher ratings at the end of Years 1, 2, and 3At least 90% of new teachers from all Providers with effective or higher ratings by the end of Year 3

I.C Applicants per vacancy by subject and Provider Ratio of 10 applicants for every vacancy; 5 applicants for every vacancy in a shortage field

II.A Number and percentage of vacancies filled by May 1, July 1, August 1, and after opening of school

100% of early contracts completed in critical shortage fields by May 1; 30% of vacancies filled by May 1; 60% of vacancies filled by July 1; 100% of vacancies filled by the start of school

I.D Number and percentage of diverse candidates meeting the screening criteria by Provider

Improves diversity of new hires every year by 10% to mirror student population

II.E Percentage of Principals satisfied with quality of staffing services received and quality of applicant pool to match candidates to vacancies

90% positive results on annual Principals' survey re: staffing services for their school and the quality of the applicant pool

ABC Ref. Deployment Power Metrics Deployment Power Metrics BenchmarksIV.C Distribution of teachers by performance rating and

school need type100% effective and highly effective teachers in high-needs schools

IV.C Percentage of incoming and outgoing transfers by performance rating and school need type

90% retention rate of effective teachers at high-needs schools

IV.C Percentage of new teachers in high-needs schools Fewer than 20% of teachers in a high-needs school are brand new teachers

ABC Ref. Retention Power Metrics Retention Power Metrics BenchmarksVIII.C Percentage of effective and highly effective teachers

retained 90% retention of ALL effective and highly effective teachers in the district

VIII.C Percentage of effective and highly effective teachers retained by high/low-needs schools

90% retention of effective and highly effective teachers at High-Needs Schools

VI.E Number and percentage of tenured teachers who either improve to effective ratings or are exited

100% of low-performing tenured teachers either improve to effective or are exited (within a district-specified time frame)

VI.B Percentage of probationary teachers non-renewed for low performance prior to being granted tenure

100% of probationary teachers non-renewed for low performance prior to gaining tenure

VI.F Percentage of teachers excessively absent that are improved or exited

100% of teachers excessively absent are either improved or exited (within a district-specified time frame)

VI.F Average number of absences by category compared to national averages and benchmark goals

Teacher absences no greater than 4% in any category

ABC Ref. HR Services Power Metrics HR Services Power Metrics BenchmarksIX.A Percentage of Principals satisfied with HC management

learning opportunities and overall satisfaction with HR services

90% or higher satisfaction of Principals with learning opportunities and overall satisfaction with HR services

IX.B Percentage of Principals satisfied with data support for HC management

90% or higher satisfaction of Principals about HR data and analysis support

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