1. Teacher Preparation & Recruitment
Capturing Our Learning

2. Overview
Purpose: To build a highly effective pool of teachers ready to meet the staffing needs of schools
Key Elements of Teacher Preparation & Recruitment Strategy
Influencing Traditional and Alternative Preparation Providers
Maximizing Student Teachers
Recruiting from Multiple Preparation Pathways
Increasing Diversity in the Applicant Pool
Providing Online Access to Vacancies and Applicants
Screening for a High Quality Applicant Pool
Projecting Future Recruitment Needs
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information
Urban Schools Human Capital Academy

3. Key Research
Certification pathway – traditional or alternative – is not a predictor of teacher effectiveness
Variation in effectiveness within pathways is greater than variation between pathways Boyd, et al., 2006
Individual programs show meaningful differences in effectivenessGoldhaber and Liddle, 2011
Teaching experience is the only single characteristic consistently found to be related to teacher effectiveness
On job performance is a more powerful tool for improving teacher selection than data available at the recruitment stage Rockoff, et al., 2008
Diversity matters when building a pool of teachers
Black and low-performing elementary students appear to benefit most from being taught by a teacher of the same race Egalite, Kisida, Winters, 2015
Urban Schools Human Capital Academy

4. Metrics
Get the Best
Effective Teacher Preparation & Recruitment functions consistently get the best teachers that meet school needs, as measured by effectiveness levels of the teachers recruited and principals’ satisfaction with those recruited
Key metrics to understand performance in this function include:
Percentage of new teachers - by Provider - with effective or higher ratings at the end of Years 1, 2, and 3 (VI.B)
Applicants per vacancy by subject and Provider (I.C)
Number and percentage of vacancies filled by May 1, July 1, August 1, and after opening of school (II.A)
Number and percentage of diverse candidates meeting the screening criteria by Provider (I.D)
Percentage of Principals satisfied with quality of staffing services received and quality of applicant pool to match candidates to vacancies (II.E)
Urban Schools Human Capital Academy

5. Key Content
Teacher Preparation & Recruitment

6. New Teacher Landscape Landscape Today Expected Landscape
Evidence that academic quality of new teacher candidates is improving, based on SAT scores.*
STEM remains the most critical shortage area for new teachers, despite more pay incentives. *
Oversupply of elementary teachers – excess ranges from 106% (Col.) to 930% (Ill.), although reports of drop in enrollment of elementary educators.**
Diversity – Minority teachers represent just 14.6 % of teaching force. There has been significant growth in recent years, but turnover rates are high.***
USDOE projects 28% increase in new teachers hired between 2010 and (~384,000)
Common Core driving changes for teachers
However, blended learning and other tech progress may reduce the number of educators needed, particularly in shortage areas.
Betsy
however, US Teachers’ academic quality remains lower overall than teachers in high-performing countries
Much of the STEM shortage issues stem from lower retention rates of STEM teachers (Ingersoll and May, 2012)
Alternative certification remains an important pathway for minority candidates – minority candidates often have loans to repay that prevent them from entering teaching or do not want to take out loans for teaching credential.
*Goldhaber and Walch, Academic Capabilities of U.S. Teaching Force on the Rise, Education Next, 2014.
** Sawchuk, Education Week, January 2013.
*** Center for American Progress, Increasing Teacher Diversity, November 2011.
Urban Schools Human Capital Academy April 2014

7. Organizing Principles
1. Principal is THE hiring manager and the key customer
2. Value the candidate’s interaction with HR and principals
3. Develop clear value proposition for teaching in your district
4. Timing is key driver of success
5. Align supports for getting great people & leverage data for improvement
6. Differentiated support to high-need schools is critical
Betsy
1. Supporting principals in finding and making the right match for each school is core work of HR and will improve teacher retention in long term.
2. Building a positive candidate experience contributes to your district’s brand as a desirable place to work. Candidate word of mouth can have a positive (or negative) impact on your brand as a district.
3. Be clear about WHO you are looking for and what makes a candidate a good fit for your district.
4. We know that we are competing for candidates and that the best talent goes early.
5. Key roles should be coordinated in their efforts to support getting great candidates. Data helps us understand whether we are doing this work as efficiently and effectively as possible.
6. should provide tiered support to schools based on need. For example, high need schools might need more flexibility to allow earlier hiring. HR Partners and Recruitment Team may also need to provide more dedicated support to these schools.

8. Recruitment & Selection Lifecycle: 3 Key Phases
Selecting the Best
Keeping Them Warm
Building & Expanding the Pool

9. Get the Best Consistently: “Secret Sauce”
POWER METRICS
Selecting the Best
Keeping Them Warm
Building & Expanding the Pool
Enough applicants?
“Right” applicants?
GET THE BEST: Teachers
Top choice?
Danielle
How do you get from this idea of getting the best to achieving the benchmark for the power metrics? Colorful middle section is what we believe to be the “secret” sauce. Our secret sauce has three ingredients.
Individually, the Power Metrics in this section help you answer how you’re doing on each component of the secret sauce: building and expanding the pool, keeping them warm, and selecting the best.
Looking across the Power Metrics, you can get a clearer sense if you’re getting the best teachers consistently.
Early selections?
Effective teachers?
Urban Schools Human Capital Academy April 2014

10. Phase 1: Building & Expanding the Pool
What is HR’s role?
Create a wide pool
Screen IN
Pursue candidates who are most likely to be successful
Betsy
BETS: TNTP and other districts I spoke to (NYC, Houston) say that they measure professionalism, mostly based on a candidate’s ability to accurately complete an application. Meaning that candidates who have incomplete applications would be eliminated from pool (if they can’t complete app. Then probably not a good indication of their ability to perform in classroom and may also signal a lack of commitment). There are other red flags that they have in terms of responses to essays which might signal lack of professionalism.
Urban Schools Human Capital Academy April 2014

11. Phase 1: Building & Expanding the Pool (cont.)
What are the key actions?
Early projections of vacancies
Create clear value proposition
Leverage multiple pathways
High-quality website and strong internet recruitment
Betsy
Urban Schools Human Capital Academy April 2014

12. Phase 1: Building & Expanding the Pool (cont.)
How do you measure success?
Number of applicants to vacancies (Power Metric-PM)
Principal satisfaction with quality of applicant pool (PM)
Diversity in applicant pool
Conversion rates
Urban Schools Human Capital Academy April 2014

13. Tools and Activities

14. Tools Top Strategies for Recruitment and Selection
Outlines strategies, both quick hits and longer-term strategies, to recruit critical shortage area teachers and improve diversity
Sample Scorecard – Teacher Position
Provides a sample template scorecard for the role of a teacher based on the book Who by Geoff Smart and Randy Street. This template can be customized for each particular vacancy by subject, grade-level, school needs, etc.
HR Partner Case Study
Offers a case study for how an effective HR Partner works with a school to recruit teachers for its individual needs
Urban Schools Human Capital Academy

15. “Expanding the Pool” – the Perplexing Questions
Who is the candidate that WE are trying to attract?
What is the value proposition for attracting THIS candidate to our district?
How do you work to expand THIS pool?
Darlene
Urban Schools Human Capital Academy April 2014

16. The Best-fit Teacher Who is the candidate WE are trying to attract?
Darlene
Urban Schools Human Capital Academy April 2014

17. Our District’s Value Proposition
What is the value proposition for attracting this candidate to our district?
Darlene
Urban Schools Human Capital Academy April 2014

18. Activity: Your District’s Value Proposition
STEP 1: Using a blank outline of the “ideal teacher,” describe the characteristics that you are looking for in teachers that would be a strong fit in your district.
STEP 2: Using a blank outline of your district, describe what your district’s value proposition is for attracting this ideal candidate. What makes your district a compelling place to teach for THIS candidate?
What makes our district special and unique for potential teachers?
What makes our city an exciting place to live and work?
Darlene
Urban Schools Human Capital Academy April 2014