CBE Development Session Recruitment and Retention of Staff 1

Context CBE Demographics Workforce Trends Challenges Strategies 2

C.B.E. The largest school district in Western Canada One of 5 largest employers in Alberta (Not For Profit Organizations) One of 10 largest employers in Alberta (Private/Public) Serves over 100,000 students Employs - 10,726 employees Teaching – 6,823* Non-Teaching – 3,903* Calgary - dynamic community *As of Oct 1, 2007Context 3

CBE Demographics 4

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Retention Rates 6 Retention = Total Resignations Total Workforce

Attrition = Total Retirements + Total Resignations Total Workforce 7 Attrition Rates

Increasing: Retirements (Teaching/Non Teaching) Resignations (Teaching/Non Teaching) Maternity leaves (Teaching) Number of new employees Shifts in generational mix Workforce Trends 8

CBE – Generational Mix (2007/2008 School Year) 9

Challenges 10 Recruitment of qualified candidates to meet CBE needs (Teaching and Non-Teaching ) Teaching Languages – especially French, Spanish and Mandarin Special Education English as a Second Language Mathematics Science Career and Technology Studies – autobody, commercial foods, cosmetology Non-Teaching Education Assistants Facility Operators Cleaners Lunchroom Supervisors I.T.

11 Current Recruitment Practices Current Recruitment Practices Teaching (Source: 2007/2008 New Hires) Approximately 60% - Alberta University of Calgary University of Alberta University of Lethbridge Approximately 40% - Out of Province -University of British Columbia -University of Regina -University of Saskatchewan -University of Victoria -University of Western Ontario -University of Ottawa -Lakehead University Non Teaching Majority of positions filled locally as vacancies are identified.

Teacher Assessment Processes In depth CBE Screening/Interview process to determine suitability: Academic Success Subject Area Expertise Practicum Results Alignment of Values Skills and Interests Teacher Development and Certification Branch of Alberta Education is responsible for the evaluation of credentials and issuance of Teacher certification. The Alberta Teachers’ Association through the Teacher Qualifications Service (TQS), evaluates credentials for salary purposes. 12

Support for New Teachers 13 Support for new teachers is provided in a number of ways. The level of support varies by school and may include: Professional development opportunities Mentors – mentoring for new learning environment Deployment into team teaching structure New teacher regular support meetings Learning Leader/Education Support Services Curriculum Team support Engagement in Professional Learning Communities Special Education/ESL Training Pilot Program (Spring 2008)

Ability to compete for talent with limited resources within a competitive environment Comprehensive workforce data Forecast and identify future needs Managing mid-year leaves Timing of funding announcements (e.g. AISI) Technological proficiency Additional Challenges 14

Strategies Short Term Targeted recruitment to attract expertise/diversity – locally and nationally Visiting teacher programs: Current – Spanish, Mandarin Sept. 08 Future – German, French Offering early/Supply Teacher contracts Effective management of Education Assistant transfers eRecruit Effective marketing/branding Talent Referral Program (s) Differentiated sourcing - Job Fairs, Career Fairs, online recruitment “Grow Our Own” initiatives – Special Education/ESL 15

Strategies Ongoing - Long Term Comprehensive workforce demographics – forecasting Ongoing evaluation of recruitment and retention strategies Job segmentation – training and development Partnering with key stakeholders (e.g. Alberta Education, Post Secondary Institutions) Alignment of CBE attraction and retention strategies with generational interests of employees Transition to Alberta Classrooms Program (TAC) 16

“The future belongs to those who prepare for it.” 17 Ralph Waldo Emerson