Download - Charter Schools Human Resources NOLA
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Human Resources& Charter Schools
Hiring, Turnover, & Retention in 7 States
The National Charter School Research Project
University of Washingtons Center on Reinventing Public Education
&
The Massachusetts Charter School Dissemination & Replication Project
Harvard Graduate School of Education
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Session Overview
Part I
How do (and can) charter schools find and
keep the teachers they need?
Part II
How do five high-performing, high-poverty charterschools approach hiring and retention?
Discussion
How can charter schools develop deliberate andeffective human resource strategies?
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Part I
How do (and can) charter schools
find the teachers they need?
Presented by
Betheny Gross & Jon Christensen
Center on Reinventing Public Educations
National Charter School Research Project
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The Freedom to Compete
RegulatoryFreedom
Competition
Market andperformance-basedpersonnel policies
Better Teachers andBetter Fits
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The Freedom to Compete
RegulatoryFreedom
Competition
Market andperformance-basedpersonnel policies
Better teachers;better fits
Expanded pool of
candidates
Incentives-basedcompensation
Evaluation and
dismissal for poor
performance
Competitive timelines Offer and match to a
compelling mission
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The Freedom to Compete
RegulatoryFreedom
Competition
Market andperformance-basedpersonnel policies
Better teachers;Better fits
Expanded pool of
candidates
Incentives-basedcompensation
Dismissal for poor
performance
Competitivetimelines Offer and match to a
compelling mission
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Stories DifferLocale matters
Variation across charter schools by state policy,labor market conditions, organizationalcharacteristics, types of vacancies
Competition is largely local leaving sector tosector comparisons limited
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Taking a Look
Inside Charter Schools
Survey of personnel policies in 370 charter schools
Six states representing a range of regulation (AZ,TX, CA, RI, HI)
Questions about recruitment, hiring, andcompensation
Complementary survey of school districts for local
comparisons
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Four Aspects of Competition
Recruitment timing When do they go to market? When do they conduct interviews and
make offers?
The Labor pool and selection
Who can teach?
What matters more quality or qualifications?
Compensation
How much do they pay?
What do they pay for?
Evaluation and dismissal How is performance monitored?
Do school dismiss poor performers?
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Finding Out What Matters
Quantity of applicants
How many applicants per position?
Satisfaction with applicant pool
How satisfied are you with the candidates you get?
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What We Learned
Some charter schools are showing somecompetitive practice
The story from sector-to-sector comparisonscan be very different from the story thataccounts for local conditions and contexts
Competitive practices dont always yield better
labor market outcomes for schools
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Recruitment Timing: Getting a Jump on the
Competition
Typically charters lag behind their local district but beingahead may pay off
12.4
18.4 18.7
Average number of applicants per position
Average Number of Applicants byTimeline
Behind at some point Ahead or same Entirely ahead
26.96
35.59
42.11
Very satisfied
Satisfaction by Timeline
Behind at some point Same or ahead Entirely ahead
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Labor Pool: Casting a Wide Net
Confirms what we already knowcharterschools do look beyond the traditional styledcandidate somewhat
Surprisingly, charters in less restrictive states arenotmore likely to downplay certification orexperience
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Compensation: Letting Money Talk
Sector to sector charters are similar but localdifferences can be as high as almost $4000
Money matters...
-5000
-4500
-4000
-3500
-3000
-2500
-2000
-1500
-1000
-500
0BA only Ba and 10yrs service MA only
MA and 10 yrsservice
Salary Differences by Satisfaction
with Applicants
VERY SATISFIED N=105
SOMEWHAT SATISFIED N=211
SOMEWHAT DISSATIFIED N=37
VERY DISSATIFIED N=13
11.4513.18
20.23
Average number of applicants per position
Number of Applicants by
Starting Salary DifferencesMore than $2000 below local district
Within $1000 of local district
More than $2000 above local district
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Compensation: Letting Money Talk
More charters using incentives for performance andshortage fields butonly a minority of schools are
getting a competitive edge with the incentives. A competitive edge with incentives may help with
getting applicants but not necessarily better satisfactionwith them.
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Evaluation and Dismissal: Keeping
the Best
While charter teachers are evaluated about as often asTPS teachers evaluations are more likely to involve
teachers, parents or others in the school Charter schools more successfully dismiss poor
teachers
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Whos in the Game?
Anyone!
No systematic relationship between commonorganizational traits and likelihood to engagecompetitively in the market place.
Some simple and even costless changes have thepotential to make a difference.
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Part II
How do five high-performing, high-
poverty charter schools approach
hiring and retention?
Presented by
Kristy Cooper, Mara Tieken,
John Roberts, & Chris Wynne
Harvard Graduate School of Education
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To distinguish common and differing elementsin high-performing charter schools
To inform policy-makers, charter schoolauthorizers, and educators about best practices
in five high-performing charter schools inMassachusetts
Research Study Purposes
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Selection of 5 Case Study Sites
Criteria set by the Massachusetts Charter SchoolDissemination & Replication Project:
Schools located in high poverty districts
Schools with renewed charters
Schools that made AYP in 2006
Schools outperforming sending districts on MCAS
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Research Methodology
Over 80 interviews with teachers,administrators, and specialists at the 5 schools.
Parent focus group at each school.
Over 40 days of observation in the schools.
Analysis of school reports and documents.
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Hiring is the most important thing that we do. It's a
huge, huge, huge luxury that cannot be overstated withcharter school leaders. There are some districtprincipals who I know who have experience and havesome flexibility over hiring. If it was me in my age andmy experience in a regular district school, it's veryunlikely that I would have a lot of power over who Icould hire. Certainly over whom I could let go. Sothat's the major advantage that we have as a charterschool. We try to take full advantage of that, and we
spend a significant amount of time on the hiringprocess...
- Roxbury Prep Administrator
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Human Resources
Research Questions
Why do teachers choose these schools?
What is the hiring process?
What do these schools look for?
Why do teachers leave these schools?
How do these schools view teacher retention?
How do these schools attempt to retain teachers?
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The 5 Case Study Sites
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THE MATCH CHARTER PUBLIC HIGH SCHOOL
Boston, Massachusetts
Founded in 2000220 Students in Grades 9-12
62% African American30% Hispanic
4% White2% Asian
2% Multi-race non-Hispanic
11% Special Education70% Low Income
4 Year Graduation Ratefrom MATCH = 60%
2005-2006 Drop Out Rate = 3.2%
Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all
http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all -
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BOSTON COLLEGIATE CHARTER SCHOOL
Dorchester, Massachusetts
Founded in 1998412 Students in Grades 5-12
64% White27% African-American
6% Hispanic2% Asian
1% Multi-race non-Hispanic
17% Special Education42% Low Income
4-Year Graduation Rate (2007) = 93%2005-2006 Dropout Rate = 0%
Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=2003
http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all -
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COMMUNITY DAY CHARTER PUBLIC SCHOOL
Lawrence, Massachusetts
Founded in 1995330 Students in Grades K-8
87% Hispanic9% White2% African-American
1% Asian1% Multi-race
18% Special Education64% Low Income
80% First Language not English
Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1989
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ROXBURY PREPARATORY CHARTER PUBLIC SCHOOL
Roxbury, Massachusetts
Founded in 1999198 Students in Grades 6-8
61.1% African American
32.8% Hispanic1.5% Native American
4.5% Multi-race non-Hispanic
11.6% Special Education69.7% Low Income
Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all
http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all -
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ACADEMY OF THE PACIFIC RIM
Hyde Park, Massachusetts
Founded in 1997472 Students in Grades 5-12
57% African-American23% White
16% Hispanic3% Asian
1% Multi-race non-Hispanic
13% Special Education
51% Low Income4-Year Graduation Rate (2007) = 90.3%
2005-2006 Dropout Rate = 0.7%
Data as of October 1, 2007 at :
http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969
http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969 -
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Findings on
Hiring & Retention
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Why do teachers choose these schools?
Philosophical Alignment with Mission
To Serve a Calling
Goodness of Fit
Reputation
Potential Advancement into Leadership
Structured Working Environment
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You know how you come in and youre looking atdifferent schools and youre like, Im relatively young
and I get a good vibe from this school. I like themission, things like that. But I just came here and,
for lack of a better word, fell in love with the wholemission, the kids, just those things that you cant quite
put your finger on sometimes.- Community Day Teacher
Why do teachers choose these schools?
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What is the hiring process?
A Typical Hiring Process:
Job posted, review resumes
Phone interviews
On-site interviews Sometimes observed in current teaching job
Invited to teach sample lesson
Feedback from teachers, administrators, students
Second visit to to meet staff, see school, observe
Discuss strengths & weaknesses
Question whether the candidate will fit into school culture
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What is the hiring process?
We make a posting, and then we get resumes. They
do an initial resume cut, and we do a phone interview.After phone interviews, I invite people in for a tour and
to observe classes and meet with us and interviewfurther because obviously we want it to be a goodmatch for them as well as for us. So we want them tosee what goes on at the school. That takes a couple of
hours. Then the finalists come in and teach a samplelesson, and then we discuss the lesson with them.
- APR Administrator
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What do these schools look for?
Goodness of Fit Criteria:
Passionate about the Mission
Related Experience
Ability to Relate to Students
Devoted - Willingness to Work Long Hours
Support Standards-Based Accountability
Content Expertise Emphasized in Some Schools
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What do these schools look for?
High school is a hard time, and kids can get verysullen. They can get pretty apathetic. And when yourmission is to get them prepared for college and knowthat socially they can handle that and that theyre going
to be resilient, and when they get kicked down theyregoing to come back fighting, they need to besurrounded by love at the school in order to help fosterthat. If theyre not, then were in big trouble. So Im
just eager to meet as many candidates as I can that aregoing to love our students.
- Boston Collegiate Administrator
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What do these schools look for?
We want someone whos pretty much ready to sell
their soul to the devil, whos not going to have any sort
of private life at alla minimal one. Because when you
come here, you have to obviously devote yourself to atleast 12 hours a day, and that doesnt include weekends.
So you want someone who is very young and has a lot
of energy.
- MATCH Administrator
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What is the turnover in these schools?
Annual Teacher Turnover Rates in the
Three Most Recent School Years
0
5
1 0
1 5
2 0
2 5
3 0
3 5
4 0
4 5
5 0
AP R BC C S C DC P S MAT C H R P C
School
2004-05
2005-06
2006-07
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Why do teachers leave these schools?
Philosophical Mismatch
Moving On Relocation
Graduate school
Shift in Personal Priorities Family commitments
Professional goals Long hours
Incompatibility with specific school conditions
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Why do teachers leave these schools?
Not a good fit could mean a lot of things. Typically
its because they dont get the no-excuses, urgencypiece, or theyre general teachers, or theyre of the go-it-
alone mentality, or overwhelmed, you know just reallystruggle.
And nine out of ten cases, it's a mutual thing. The
teacher's struggling, they realize it's not a good fit orthey don't want to be in teaching, or they burned out.
- APR Administrators
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Why do teachers leave these schools?
Competition in life. You know, if you are a youngwoman and you just got married and you want to start afamily, those types of people are gonna go. One ofthe teachers, he wants to be a doctor, so he has to
move on.- APR Administrator
We lose teachers every year when teaching staff havechildren or they get married - especially when they havechildren. It seems to be really challenging trying tobalance both here.
- MATCH Administrator
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How do these schools view
teacher retention?
Different perspectives on turnover and retention
Some willing to accept turnover as a tradeoff forteacher quality
Willingness to accept turnover might be a luxuryof reputation and location
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I think the perception is... that charter school work isharder and that theres more asked of teachers. Andthere is. But I think that one of the things that were
interested in, in terms of being sustainable andreplicable, is finding that balance. If you cant workhere and also have a family and manage your life andgrow in a career, then were failing as a school. If were
just turning people over who are young and leave assoon as they get married and have kids, then you know,thats not the school I want this to be.
- Boston Collegiate Administrator
How do these schools view
teacher retention?
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Do I wish ultimately everyone whos good, everyonewho came and it worked out and was very effective,stayed for five to seven years? Sure, the school would be
stronger. But when I interview, I think about what'sgoing to be best for kids next year. We try to putsystems in place so that we're not starting over every time
we have a new teacher. And those systems have worked
out pretty well. And sure, right now, teachers are staying,I think, three to five years. If we could make that five toseven, on average, perfect. But I don't think we're goingto be willing to decline the quality for that.
- Roxbury Prep Administrator
How do these schools view
teacher retention?
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How do these schools attempt to
retain teachers?
Prioritizing Fit During the Hiring Process
Mentoring and Induction Programs
Incentive Programs
Teacher Retention Committees
Leadership Opportunities
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How do these schools attempt to
retain teachers?We now understand that brand new teachers arent goingto be really effective no matter where they come from,Harvard or any other place. They're not effective yearone, which is a learning curve for me. I thought whenyou brought any smart person into a classroom, teachingis a skill, but its hard for them. It does take experienceeven if you're very smart. You still have to practice thoseskills to really hone them. We're trying to understand
about supporting teachers in their very early years andkeeping them with us a bit longer, but also giving themthe kind of help they need so they don't becomediscouraged.
- Community Day Administrator
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Conclusions
These 5 high-performing charter schools...
Focus on goodness of fit from day one
Understand hiring and retention as a mutual processwhereby teachers and schools both make decisions
View hiring, retention, and training as three sides ofthe same issue
Are not necessarilyconcerned about turnover, whichmay be a benefit of reputation and location
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Recommendation #1
Prioritize fit by clarifying your mission,philosophies, and practices during the hiringprocess.
Present a clear concise mission:
Roxbury Prep: Prepare students to enter, succeedin, and graduate from college.
Offer opportunities for candidates to experienceschool culture during the hiring process
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Recommendation #2
Consider your local educational and labormarket conditions when strategizing abouthiring.
Boston Market Conditions
Over 35 colleges and universities
79% of area residents over 25 have at least a highschool education
14 charter public schools
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Recommendation #3
Be deliberate in human resource strategies
Understand hiring, training, induction, and retentionas related, and integrate them intentionally
Ensure that these processes reflect school priorities
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Discussion
What would a deliberate and effective
human resource strategy look like in your
school?
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Thank you