1. Career Management & Retention
Capturing Our Learning

2. Overview
Purpose: To manage the career of an employee over time, often using differentiated roles, and ensure the highest performers are retained
Key Elements of Career Management & Retention
Providing Career Paths for Highly Effective Teachers
Recruiting Highly Effective Teachers for Differentiated Roles in High-Needs Schools
Retaining Highly Effective Teachers
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information
Urban Schools Human Capital Academy

3. Key Research Top educators produce stronger gains for students
Top teachers produce 5 to 6 more months of learning per year
Top principals generate 2 to 7 more months of student learning gains
Low performers don’t always opt out
Most ineffective teachers had 9+ years of experience and planned to stay for another decade
More effective teachers are available to hire
75% chance of replacing an ineffective teacher with a more effective one
Turnover is expensive
$1-2 billion/ year nationally in attrition costs
Data from TNTP’s The Irreplaceables
Urban Schools Human Capital Academy

4. Metrics
Key metrics to understand performance in this function include:
Percentage of effective and highly effective teachers retained by high/low-needs schools and by subject area (VIII.C)
Number and percentage of tenured teachers who either improve to effective ratings or are exited (VI.E)
Percentage of probationary teachers non-renewed for low performance prior to being granted tenure (VI.B)
Percentage of teachers excessively absent that are improved or exited (VI.F)
Urban Schools Human Capital Academy

5. Key Content
Career Management & Retention

6. Connection to Teacher ABC Tool
Betsy

7. What is Retention?
Keeping the Best Talent
Retention – the rate that all employees stay or remain in the district or school
Strategic Retention – keeping top performers while simultaneously removing the weakest performers
Additional terms used to discuss retention*:
Attrition or “Leavers”: Rate at which employees leave (resignations, retirements, terminations, etc.) the district or teaching altogether (“Leavers”)
Migration or “Movers”: Rate at which employees move to jobs in other schools/offices within the district (“Movers”).
Turnover: Includes both attrition and migration Al
*Ingersoll, 2001;Luekens, et al., 2004.

8. Turnover can be Good or Bad
Attrition
“Leavers”
Migration
“Movers”
Betsy
Voluntary
Resignations
Retirements
Involuntary
Non-renewals
Dismissals
Involuntary Resignations
High to Low Needs
Low to High Needs
Same Needs

9. Why is it Important? Be Proactive & Practice Strategic Retention
Top educators produce stronger gains for students
Top teachers produce 5 to 6 more months of learning per year
Top principals generate 2 to 7 more months of student learning gains
Low performers don’t always opt out
Most ineffective teachers had 9+ years of experience and planned to stay for another decade
More effective teachers are available to hire
75% chance of replacing an ineffective teacher with a more effective one
Turnover is expensive
$1-2 billion/ year nationally in attrition costs Al
Data from TNTP’s The Irreplaceables

10. Retention Power Metrics
Key Data to Track
Power Metrics
ABC
Retention Power Metrics
Benchmark
VIII.C
% of effective & highly effective teachers retained
90% retained
% of effective & highly effective teachers retained in High Needs Schools (HNS)
90% retained in HNS
VI.E
% of low-performing tenured teachers improved or exited
100% improved or exited
VI.B
% of probationary teachers non-renewed for low-performance prior to receiving tenure
100% non-renewed
VI.F
% of teachers excessively absent improved or exited
Average teacher absences by category
No more than 4% in any category Al

11. Co-Ownership of Teacher Retention
The School & the District Share Accountability
District HR
Principal
Teacher Al
Reminder to go back to the scenario

12. Retention is Individual
No one-size-fits-all solution
Teacher and principal voice is important
Different people need different strategies
Younger, less experienced teacher or principal
Teacher or principal with a young family
Experienced teacher Al

13. Common Retention Themes Exist
Gallup identifies key retention themes:
Be clear about what you expect from your employees
Provide employees with the materials and equipment to do their jobs
Give employees opportunities to do what they do best, every day
Ensure employees have a manager who cares about them
Surround talented employees with co-workers who have a similar drive for quality
Provide opportunities for employees to learn and grow
Betsy
Source:
Urban Schools Human Capital Academy October 2014

14. Primary Driver: Performance
Performance Drives WHO to Retain
Understand teacher performance at the district, network, school, and individual levels
Focus on keeping high performers – “Irreplaceables”
Only about 20% of teachers are “Irreplaceables”
Generate 5-6 more months of learning
Takes 11 hires to find one of comparable quality
Teacher Performance
Low
Average
High Al
TNTP. (2012). The Irreplaceables: Understanding the real retention crisis in America’s urban schools. New York City, NY.
Source: TNTP, 2012.

15. Lenses for Understanding Teachers
Insight into HOW to Retain Teachers
Turnover Type
Diversity
Gender
Experience
Generation
School Type
On-ramp
Movers
Leavers
Alt Cert
Trad Cert
Teachers of Color
Retention Lenses
High Needs
Low Needs
Male
Female Al
Millennial
Gen X
Boomer
New
Mid
Veteran
Subject
Shortage
Nonshortage

16. What We Know Great teachers are seeking: Growth in their profession
Common Themes
Great teachers are seeking:
Great leaders to work for
Growth in their profession
Recognition for quality work done
Meaningful compensation
Collaborative working environment
A teacher’s perception of the school leader has the greatest impact on whether s/he stays or goes
Danielle
TNTP - Only 35 percent of principals agree that district policies support their efforts to keep effective teachers.
Ronfeldt and Loeb—who found that turnover affects student achievement even for students whose own teachers do not leave—with greater effects on minority students than on majority students.
Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J

17. Spotlight: Turnover Type Lens
Movers – Leavers
What We Know…
Roughly 8% move and 8% leave each year
30% of all movers change schools involuntarily
2/3 of leavers retire or take non-teaching K-12 role
Some Retention Ideas…
Focus on leadership and working conditions within a school
Minimize involuntarily movements, where possible
Create teacher leadership roles to provide for growth in teaching
Danielle
What We Know Source: Goldring, R., Taie, S., and Riddles, M. (2014)
More Likely to Retain Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wycoff, J. (2011)

18. Spotlight: Diversity Lens
Teachers of Color (TOC)
What We Know…
Higher rates of turnover
More than ½ of TOC prepared alternatively
Male TOC 2x as likely to leave as female TOC
2-3x more likely to work in high-needs schools
Some Retention Ideas…
Ensure strong school culture - autonomy, high expectations, principal support
Offer strong induction & support
Build on strong commitment to students of color without stereotyping to discipline
Danielle
What We Know Source: Ingersoll & May, 2011; Partee, 2014; Partelow, Spong, Brown & Johnson, 2017.
More Likely to Retain Source: Achinstein, et.al., & Ingersoll & May, 2011.

19. Spotlight: Gender Lens
Male – Female
What We Know…
Female teachers are more likely to leave and return
Male TOC 2x as likely to leave as female TOC
Perception of teaching as “women’s work”
Some Retention Ideas…
Allow for flexibility in teaching roles – job-sharing
Create cohorts and network male teachers
Limit stereotypes of what work is suitable for each gender
Danielle
Source: Raue, Gray, & O’Rear, Partee, Rice & Goessling, 2005

20. Spotlight: Teacher Experience Lens
New – Mid Career – Veteran
What We Know…
30% of new teachers leave within 5 years
27% of those leave involuntarily after Y1
Teachers with 10 or fewer years experience make up 45% of workforce
Attrition is high in the beginning and end of teachers careers
Some Retention Ideas…
Hire early & induct new teachers
Provide choice in growth opportunities
Recognize veteran teachers – Solicit teacher feedback and use it in decision-making
Danielle
Source: Gray & Taie, Brown, Papay & Kraft, Teach Plus, 2015.

21. Spotlight: Subject Lens
Shortage – Nonshortage
What We Know…
Math & Science not leaving at drastically higher rates than others – except in Title I schools
Drivers for turnover differ by subject
Special Ed teachers – leave at nearly 2x rate of Gen Ed teachers
Some Retention Ideas…
Analyze the unique reasons subject area teachers leave
Provide subject-specific development opportunities
Consider the background experiences of teachers in their support
Danielle
Source: Ingersoll & May , Carver-Thomas & Darling-Hammond, 2017.

22. Spotlight: Generation Lens
Millennial – Gen X – Boomer
What We Know…
World events define how each generation views work
Communication styles differ
By 2020, Millennials will make up 50% of the workforce
Some Retention Ideas…
Ask teachers how they want to be involved in the school
Create multiple communications routes
Consider what your salary scale incentivizes
Danielle
Also - Fry,
Source: Coggshall, et al, Bursh & Kelly 2014.

23. Spotlight: School Type Lens
High Needs – Lower Needs
What We Know…
High needs schools lose 20% of their teachers every year
Turnover is 70% higher in schools serving large concentrations of students of color and ~ 50% higher for teachers in Title I schools
School leadership & culture is a contributing factor to turnover
Some Retention Ideas…
Ensure effective school leadership & collaborative culture
Provide additional supports to high needs schools
Consider increased pay for high-needs schools
Danielle
Source: Papay, Reform Support Network, Carver-Thomas & Darling-Hammond, 2017; Simon & Johnson 2015.

24. Spotlight: On Ramp Lens
Alternative – Traditional
What We Know…
On-ramps vary widely in their retention rates
Teachers with less pedagogical training are more likely to leave
80% of on-time hires stay for Y2, compared to 71% of late-hires
Some Retention Ideas…
Ensure adequate supports for new teachers
Hire from programs with a focus on practice teaching
Hire early, whenever possible
Danielle
Source: Papay & Kraft, Goe, Rowaland-Woods, 2016.

25. Retention – Key Messages
Summary
Retention is not one-size-fits all
Teacher performance drives who to retain
Various lenses provide insight into how to retain teachers
Retention is part of the key strategic work of HR
HR and principals share responsibility for strategically retaining teachers
Danielle

26. Action at School & District Levels
Ideas to Consider
School- Level Strategies
Hold “Stay” conversations
Offer leadership opportunities
Recognize them publicly
District Strategies
Create career pathways
Change lock-step compensation
End forced-placement & LIFO
Consider student teaching placements
Avni

27. How HR Can Contribute
Approach retention challenges from school- and district-level
Bring data
Identify schools with high turnover
Conduct exit surveys to determine reasons for turnover
Build principal capacity for retention
Create teacher leadership and other growth opportunities
See the Targeted Retention Strategies Tool for more ideas
Betsy

28. Retention Planning Summary
1. Diagnose retention challenge(s)
2. Incorporate educator voice
3. Match strategies to needs
4. Take action
Who leaves? Who stays? In which schools?
Why do educators stay or go?
What strategies best address your district’s unique needs?
At what level should you take action? School? Central? Both?
Danielle
Urban Schools Human Capital Academy October 2014

29. A Case Study of One District
Calculating Retention in Denver Public Schools

30. Principles for Calculating Retention
Analyze by performance level
Review district AND school level retention by performance
Don’t penalize principals for “good” turnover
Capture detailed reasons for turnover
Capture teacher movements between schools intentionally
Danielle
Urban Schools Human Capital Academy October 2014

31. Denver’s Approach to Retention Data
Differentiate by performance
Focus on probationary teachers
Review data regionally
Identify schools with biggest retention challenges
Sean
Urban Schools Human Capital Academy October 2014

32. District-wide Probationary Classroom Teachers
All Classroom Teachers
District-wide Probationary Classroom Teachers
LEAP final professional practice rating
Renewed
Retained
in building
Retained
in district
Retained in building
Retained in district
98%
80%
95%
96%
75%
91%
78%
58%
73%
41%
29%
36%
74%
51%
66%
84%
93%
66%
77%
31%
45%
56%
64%
Divide
Probationary teachers
Urban Schools Human Capital Academy October 2014
*Includes teachers granted non-probationary status

33. District-wide Probationary Classroom Teachers
LEAP final professional practice rating
Human capital decision
Tenure
Renew
Extend
Non-renew immediate
Voluntary turnover
Distinguished 26 75 1 4
Effective
210
877
208 32 99
Approaching 6
315 92 68
Not Meeting 11 14
No Rating 2 48
Teacher performance data
Divide
Probationary teachers
Urban Schools Human Capital Academy October 2014
*Includes teachers granted non-probationary status

34. STEM Focus
Retention

35. STEM Retention Masters of Pedagogy Content Experts
Who Are We Trying to Keep?
Content Experts
Masters of Pedagogy
Deep and updated knowledge of subject matter
Identify as scientists, mathematicians, engineers…
Illuminate STEM concepts for students
Reach a variety of learners
What Defines a Great STEM Teacher?
Great STEM teachers, like great teachers in other subject areas, have a demonstrated track record of achieving gains for their students (as measured by student achievement data). In addition, research and practitioners consider two key attributes as necessary for great STEM teachers:
Deep Content Knowledge
Masters of Pedagogy
Helen Snodgrass, YES PREP
“She is up to date and always sharing information about the latest trends and best practices in science education. In addition to pushing students to master the content, she has the ability to push each individual student to grow and become a better science student.”
Many of the concerns voiced by teachers—low pay and professional standing, and limited opportunities for professional development—are addressed by the KSTF Fellowship, she says. “If you don’t have those things, it’s much harder to stay in teaching. The constant inspiration of new ideas has been invaluable to me. The amazing work I see my peers in KSTF doing shows me how much more I have to learn, which keeps me motivated.”
Urban Schools Human Capital Academy October 2014

36. STEM Retention Research Findings
Math and science teacher turnover – not just the pipeline – is a major factor behind the STEM teacher shortage
Preretirement losses are prevalent in a minority set of schools; high-need urban schools have among the highest mathematics and science turnover levels, both for movers and leavers
Turnover for math and science teachers is largely driven at the organization level, based on the conditions within the school
Math turnover drivers: perception of classroom autonomy, level of PD for both content and pedagogy, student discipline
Science turnover drivers: maximum salary level, student discipline, level of PD for content
Ingersoll and May: turnover for math and science teachers is largely driven at the organization level, based on the conditions within the school
Professionalized Workplace/Conditions:
Salary
Discipline
Leadership support
Resources
Faculty influence
Autonomy
PD – discipline
PD – content
Urban Schools Human Capital Academy October 2014

37. STEM Retention: Help or Hinder?
Example: Look at a sample of 1st year STEM teachers
What are their characteristics?
How are they often greeted?
Alternative pathways: More teachers are coming through alternative pathways with deeper content knowledge and work experiences
Seek community: See themselves as mathematicians, scientists, and innovators - and they want to feel connected to a community to master their craft
Spotty induction and support: When induction and mentoring is provided, it is often limited to 1 year and mentors or supports are not field-specific
Out-of-field assignments: Many new teachers are assigned out of their field, especially at high- school level and in high-need schools
Source: Ingersoll, R., & May, H. (2010). "The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover." Consortium for Policy Research in Education, University of Pennsylvania.
Source: Ingersoll, R.M. and Perda, D. (2010). Is the Supply of Mathematics and Science Teachers Sufficient? American Educational Research Journal. Vol. 43(3). pp
Learn more at our breakout session on Thursday
Urban Schools Human Capital Academy October 2014

38. Tools and Activities

39. Tools Guide to Calculating Retention Diagnosing Retention Challenges
Provides recommended methods and tips for measuring staff retention, particularly for teachers
Diagnosing Retention Challenges
Assists districts in diagnosing their key challenges related to retention
Educator Exit Survey & Educator Stay Survey
Complementary documents that provide a way to gauge why educators leave or stay
Targeted Retention Strategies
Offers district and school strategies to address specific retention challenges and concerns
School-level Retention Mapping
Provides a principal with a visual map of teachers to retain and offers a place to record retention strategies
Case Study – Retention
Offers a school-level hook into the content of retention
The Many Layers of Retention – The Role of the District Office
Offers a district level hook into the content of retention
Research on Retention Lenses
Provides key research summaries on retention lenses
Top 10 Retention Strategies for HR to Support Schools
Offers a list of top 10 actions for HR to take related to retention

40. Suite of Retention Tools
USHCA Tools
Guide to Calculating Retention
Diagnosing Retention Challenges
Exit Survey & Stay Survey
Targeted Retention Strategies
School-level Retention Mapping
Top 10 Retention Strategies for HR
External Resources
DCPS Principal Retention Strategies Reference
TNTP Retention Road Map with Sample s
Understanding Your Challenges
Strategies
Danielle
Urban Schools Human Capital Academy October 2014

41. Activity – Warm Up What are YOUR layers?
What do you wish your supervisor knew that would help them to retain you?
Darlene

42. Activity – Retention Case Study
Scenario 1
He Needed Them
He Got Them
He is Losing Them
Darlene

43. Activity – The Many Layers of Retention
Scenario 2 – Case Study
Who are the players?
What’s happening?
What do we know?
Darlene

44. Preparing for the Focus Group
Directions
Each person selects a different-colored card
Carefully read the description of teacher persona
Meet with your persona doppelgangers to touch base on how to present your persona
Return to original table and participate in the focus group
Darlene
Get groups into tables of 8

45. The Focus Group Activity
What would we, as a district, have to do to keep you in the district for 3 more years?
What is the most important action your principal can take to keep you at your current schools?
What are you willing to do to keep other great teachers at your school?
If these actions were taken, would you stay for 3 years?
USHCA Team to lead the activity

46. What Drives Your Persona?
Go back to your Doppelgangers
Post on your chart:
What’s most important to this person?
What could the PRINCIPAL do to keep this person?
What could the DISTRICT do to keep this person?
Darlene; USHCA Team to support

47. Gallery Walk Retention Personas
Darlene
What are the unique features of each teacher?