Recruiting, Developing & Retaining a High-Performing Teaching Force
Across the United States, a teacher shortage is being exasperated by the pandemic. “Nearly half (44 percent) of public schools currently report full- or part-time teaching vacancies. Of public schools with at least one reported vacancy, 61 percent specifically identified the COVID-19 pandemic as a cause of increased teaching and non-teaching staff vacancies” (NCES, 2022).
The need to recruit, develop, and retain a high performing teaching force is significant both statewide and acute in rural communities. IMPACT enhanced content builds the capacity of principals to create a comprehensive recruiting plan which includes creative marketing strategies, knowledge of alternative certification pathways, and partnerships with regional educational preparatory institutions. Further, recognizing the importance of a diverse staff for the academic outcomes of students of color as well as white students, IMPACT also trains principals on targeting their recruitment through partnerships with Historically Black Colleges and Universities (HBCUs) and other preparation programs with above average numbers of teacher candidates of color.
In Missouri, 44 percent of teachers do not stay in the public schools beyond their third year of teaching and 53 percent do not stay beyond their fifth year.
(Missouri Department of Elementary and Secondary Education, 2021a) Moreover, many positions, particularly those in Special Education, have extensive vacancies or are filled with less-than-fully certified teachers (Missouri Department of Elementary and Secondary Education, 2021b). Staff turnover and shortages threaten school improvement efforts and student achievement (Learning Policy Institute, 2017). At a time when high-quality teachers are most needed, the challenges of recruiting and retaining teachers are significant and escalating.
IMPACT recognizes principals have a large influence on recruiting, developing, and retaining teachers.
Research confirms that schools which consistently hire effective teachers have substantially higher academic achievement growth (Beteille et al., 2012). Effective principals have lower rates of teacher turnover (Grissom, 2018). Research has shown that principal support is a deciding factor in teacher decisions to remain in their schools, even more important than salaries (Learning Policy Institute, 2017). Moreover, effective principals are more likely to retain high-performing teachers (Grissom & Bartanen, 2018).
Given the current staffing landscape in Missouri, principals need to be more effective in recruiting teachers to their schools.
This need is significant statewide and acute in rural communities. IMPACT builds the capacity of principals to create a comprehensive recruiting plan which includes creative marketing strategies, knowledge of alternative certification pathways, and partnerships with regional educational preparatory institutions. Further, recognizing the importance of a diverse staff for the academic outcomes of students of color as well as white students, IMPACT also trains principals on targeting their recruitment through partnerships with Historically Black Colleges and Universities (HBCUs) and other preparation programs with above average numbers of teacher candidates of color.
To retain teachers, IMPACT focuses on principals' ability to create a teacher talent development system for their schools.
The teacher talent development focuses on providing a systematic two-year induction for novice teachers and advancing the pedagogical skills of more experienced teachers. It also emphasizes developing classroom and school cultures that are culturally responsive and supportive of diverse educators. Lastly, it guides principals in creating leadership pathways for experienced teachers to advance to coaching and mentoring roles.
Teacher Recruiting, Development, And Retention
The principal has a primary role in recruiting, developing, and retaining high-quality staff. Therefore, the focus of this MLDS treatment is to create learning communities that are conducive to personal relationships, professional growth, and development for all internal and external stakeholders. This treatment is founded on the opportunity to maximize success of recruiting, developing, and retaining in all schools in Missouri.
This understanding of learning communities consists of four characteristics (Lenning and Ebbers, 1999). We believe each of these elements is fundamental for the creation of personal relationships that support a welcoming environment, a motivated employee willing to grow, the value of caring and being connected in a manner of well-being, and a drive toward excellence while accounting for a healthy balance of work and life.
A Sense of Belonging
Our notion of professional growth is grounded in the belief that the principal is the lead learner and the importance of educators being life-long learners, who are continuously moved to higher performance for themselves and the learning experiences they facilitate.
Interdependence or Reliance Among the Members
It is an understanding that the interconnectivity of the members both inside and outside our community is a strength that allows each member to benefit from one another while providing a collective reservoir of tools to respond to challenges both anticipated and not accounted for in our work experiences.
Mutual Trust
The process of intentionally recruiting, retaining and developing a member of the community is the mechanism by which new members are discovered and inducted and current members are supported and moved to be their best possible selves as a person and as an educator.
Belief in the Shared Purpose of the Community
When members of our community share a sense of purpose, this fosters a collective commitment to achieving our goals, enriching the community as a whole through collaboration and enabling success.
Core Belief
Diverse, high-quality teachers and teaching make a significant difference in the learning process of all students.
Are you a Principal, Assistant Principal, or Superintendent?
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