recruitment and retention strategy

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

https://title2.ed.gov/Public/home.aspx

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

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


276

257

189

101

0

50

100

150

200

250

300

June 2017 June 2018 June 2019 June 2020

Resignations, Retirements and Terminations


TOP 5 REASONS TEACHERS DEPARTED

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


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



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



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


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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