recruiting for effectiveness smhc conference| march 2009
TRANSCRIPT
Recruiting for EffectivenessSMHC Conference| March 2009
2© The New Teacher Project 2009
Research has shown that effective teachers are the solution to increasing student achievement in our under-resourced schools.
Dallas students who start 2nd grade at about the same level of math achievement…
57
55
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
Beginning of 2nd Grade
27
77
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
End of 5th Grade
After 3 EFFECTIVE Teachers
After 3 INEFFECTIVE
Teachers
…finish 5th grade math at dramatically different levels depending on the quality of their teachers.
Original analysis by the Education Trust.
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
50
3© The New Teacher Project 2009
Leadership
Rec
ruitm
ent
Trai
ning
Recruitment is critical to an effective human capital system, but it is often misaligned with the goal of an effective teacher in every classroom.
A effective teacher in every
classroom
Market driven by what providers want to offer, not what schools or teachers need.
Not targeted to high-need schools or subjects. Bureaucratic dysfunction deters applicants.
Selectio
n
Minimum requirements, little consideration for quality. Little post-hire selection rigor, such as tenure decisions.
Hiring
Archaic slotting procedures impede creation of effective teams.
Little/no human capital training for principals, lack of high-level leadership to manage human capital.
E
valu
atio
n
Systems fail to evaluate performance, making it difficult to develop high performers or remediate or remove low performers.
Compensation
Teaching largely non-competitive with other top professions. Dollars concentrated at senior end of career.
The foundational systems and institutions that are responsible for generating and maintaining quality teachers are almost universally unaligned with the goal of a effective teacher in every classroom.
R
eten
tion
Highest performing teachers often leave the classroom the soonest.
4© The New Teacher Project 2009
To realize sustainable improvement, effective teaching must be the guiding concern behind all elements of a district’s human capital system.
Talent PipelineCreate supply of
effective teachers to fill all vacancies.
CORE METRIC
Number and percentage of teachers trained or hired who
demonstrate effectiveness
Effectiveness Management
Optimize effectiveness of teacher workforce.
CORE METRICRetention
rate of top-quartile
teachers:
Retention rate of
bottom-quartile teachers
Recruitment
Selection
Training/Certification
Placement
HiringEvaluation
Compensation
Retention / Dismissal
WorkingConditions
School-Level
Human Cap.Mgmnt.
An effective teacherin every
classroom
5© The New Teacher Project 2009
The New Teacher
Project (TNTP) is a
national nonprofit
dedicated to closing
the achievement gap
by ensuring that poor
and minority students
get outstanding
teachers.
• Founded by teachers in 1997
• Partners with school districts, state education agencies, and charter schools
• Targets acute teacher quality challenges
• Delivers a range of customized services and solutions on a fee-for-service basis
• Approx. 200 employees, most embedded in school district offices; majority are former teachers
• Past and present clients include:
Districts: Baltimore, Chicago, Denver, Memphis, New Orleans, New York, Oakland, Philadelphia, San Antonio, Washington, DC
States: Alaska, Louisiana, Texas, Virginia
6© The New Teacher Project 2009
TNTP has addressed both the immediate needs of schools and the systemic human capital challenges facing districts and states.
Teachers trained or hired 33,000
Programs or initiatives established 70+
States in which TNTP has worked 28
Districts with which TNTP has partnered 200+
Students affected by TNTP teachers (est.) 4.8 M
• 3 highly publicized studies of teacher hiring and school staffing policies
• Recommended reforms adopted in New York City, Milwaukee, Washington DC, and California
Documentation and reform of flawed policies
and practices
Thousands of new teachers for high-need
schools
“TNTP’s reports offer a nearly perfect illustration of how research can lead directly to reform.”
--Andrew Rotherham (Achieving Teacher and Principal Excellence: A Guidebook for
Donors)
7© The New Teacher Project 2009
Teaching Fellows Programs: Dramatically increasing the supply of qualified teachers for high-need schools.
FY2008 Results at a Glance
17 Total programs
4 New programs
21 Cities served
43,449 Applications received
3,214 Teaching Fellows hired
15% Acceptance rate
25%Avg. % of partner district hires who are Fellows
83%Percent of all Fellows who teach high-need subjects
86%Percent of all Fellows who teach in Title-I schools
36%Percent of all Fellows who are people-of-color
3.3 Average undergraduate GPA
94%Percent of principals who say they would hire a Teaching Fellow again
All data are cross-site averages from TNTP cohort programs for the 2008 school year. POC average does not include Phoenix; average percent of district hires does not include Milwaukee, Teach California Charters, TeachNOlA or Texas.
8© The New Teacher Project 2009
2,464
205
Baltimore
2,552
150
Chicago
1,079
110
DC
861
42
Miami
1,890
128
Oakland
2,189
133
Philadelphia
1,217
86
Prince George’s County
2,339
228
Texas
New York City
19,020
1,698
Number of APPLICANTS
Number of HIRES
High-impact teacher recruitment is one of TNTP’s strengths.
Number of Applications and Number of Hires, by Program (2008)
40
Memphis
890
74
Indianapolis
836
102
NOLA
2,442
636
56
Denver
CA Charters
3,266
59
34
Milwaukee
482
41
St. Paul
638
28
Phoenix
470
9© The New Teacher Project 2009
TNTP utilizes a toolbox of recruitment strategies to attract high-quality teacher candidates.
Internet Paid Advertisements
Mail / Email Campaigns Teacher Recruiters
Outreach / Grassroots Referrals
Signs / Flyers Ed Schools / On-Campus
Public Relations Career Fairs
H E L L O
10© The New Teacher Project 2009
Clear, compelling messages are effective for attracting candidates.
11© The New Teacher Project 2009
TNTP’s recruitment campaigns use high-quality, interactive websites.
12© The New Teacher Project 2009
• Often have personal experience with friends or family members with special needs
• Rely more on word-of-mouth and personal interactions/referrals
• Use the internet more than any other group.
• Want the opportunity to share their subject knowledge with students
• Want to be aggressively recruited
• Want to give back to a community that may reflect one that they grew up in
• Are driven by the opportunity to address inequalities in education and to work with children
• Utilize existing district websites and referrals from district staff
Craft unique messages for each high-need candidate group.
People of Color
Math /Sci
SpecialEd
13© The New Teacher Project 2009
Track data on recruitment sources to ensure cost-effectiveness.
Sample: Tracking Sources of High-Need Applicants
More Cost-Effective Strategies
Internet - $17 / app
Classified Ads – $55 / app
Maximizing Referrals
On-Campus recruitment
Mail/Email Campaigns
Less Cost-Effective Strategies
Radio/TV Ads - $189/app
Display Ads – $200+/app
Paid Publicity
14© The New Teacher Project 2009
What is “cultivation?”• High-quality, meaningful, and
targeted contact with teacher candidates
• Helps ensure that candidates complete the application process despite other competing districts or any difficulties
Who do you target?• Prospective candidates who
have requested more information
• Candidates in the application process
• Candidates who have been accepted but who have not yet committed
• Any prospective teacher for critical shortage subject areas.
• We have found that most urban districts do not have problems attracting applicants, their problems are with keeping applicants.
• Experience shows that strategic, prioritized cultivation of interested contacts helps to increase the number of them who remain in the process and begin teaching.
• Our research has shown that it is often the highest-quality candidates who respond to continual, active encouragement to remain in the process without a firm commitment or placement offer.
Actively cultivate high-need candidates to complete an application.
15© The New Teacher Project 2009
With aggressive recruitment, teachers apply to urban districts in large numbers; however, urban districts often hire too late to capitalize.
4,000
Applicants
Teacher Applicants vs. Vacancies
in Four Urban Districts, 2002
Vacancies (Hires)
4,500
End of May: Over 600 prescreened candidates ready for principal interview and placement
Aug. 12: First new teacher hired
Eastern District Hiring Timeline
Sep. 9:School opens with vacancies after 177 teachers hired
May Jun Jul Aug Sep
No outside hires
16© The New Teacher Project 2009
TNTP’s Missed Opportunities report found that urban districts may lose 30-60% of all applicants due to hiring delays.
69%
42%
31%
58%
0%
20%
40%
60%
80%
100%
Midwest 1Eastern
Note: The withdrawal data for the Eastern District and Midwestern District 1 are the attrition rates of the “pre-screened” applicants – those the districts had already interviewed, decided were the best candidates, and chosen for principal interviewing. We do not have the total percentage of withdrawers for Midwestern District 2.Source: Telephone, written, and e-mail surveys, Applicant tracking databases (2002).
Hired or another status
Withdrawal Rate of Pre-screened Candidates in Eastern and Midwestern 1
Districts
Withdrew by the end of Aug.
66%69%
57%
50%
0%
20%
40%
60%
80%
100%
Eastern Southwestern Midwest 1 Midwest 2
Percent of Withdrawers for whom Late Timelines Were a Factor in Their Decision to
Leave
17© The New Teacher Project 2009
In San Francisco, the hiring timeline is the primary reason why applicants withdraw and decline offers.
of teachers who declined an offer or withdrew from the application process
cited the interviewing and hiring timeline as
important or very important to their decision.
Importance of the interviewing and hiring timeline in applicants’
decisions to:
Withdraw Decline an offer
Very Important
Important
Somewhat important
Not important
Source: SFUSD HR data; TNTP survey of 1,440 recent applicants, conducted June/July 2008. Withdrawers n=67; Decliners n=93.
65%
18© The New Teacher Project 2009
Teachers that are lost to hiring delays are often more qualified than those eventually hired.
Hired by SFUSDNot Hired by SFUSD
Bachelors degree in Interdisciplinary Studies of Health Science from U of Texas - Arlington, with
no advanced degree, applied August, now
teaching Special Education.
Philosophy graduate from Florida International, with
graduate degrees in Digital Media and
Buddhist Studies, applied August, now teaching Math and Chemistry.
Credentialed in Math and Mandarin, Masters degree,
3.8 undergrad GPA. Applied April, would “probably” have accepted a timely offer with
SFUSD, but became “frustrated” with the process.
Now teaching in Lafayette.
Engineering degree (3.8 GPA), Math credential, Masters degree. “Very satisfied” with SFUSD
student teaching, applied February, but hiring timeline
was “very important” in decision to withdraw. Now teaching in Ravenswood.
Source: SFUSD HR data; TNTP survey of 1,440 recent applicants, conducted June/July 2008
19© The New Teacher Project 2009
New York City is leveraging high-quality alternate routes to certification to diversify its new teacher supply and meet critical needs.
150,000
Applicants to NYCTF since 2000
9,000 Active Teaching Fellows in NYC
1,100 Schools with Teaching Fellows
3.3 Average undergraduate GPA
15%
Average acceptance rate in 2008
30%
Portion of the 2007 class at NYC’s Leadership Academy who started as Teaching Fellows
84% Percentage of 2008 Fellows who teach high-need subjects
73% Percentage of 2008 Fellows working in Title-I schools
11%Percentage of all NYC teachers who are Teaching Fellows
25%Percentage of all NYC math teachers who are Teaching Fellows
>50%
Percentage of New York City’s annual new hires in math and special education from NYCTF
High Quality
High Numbers High Needs
High Impact
20© The New Teacher Project 2009
New York City’s long-term partnerships with groups like TNTP and TFA have enable it to narrow the teacher quality gap dramatically.
The growth of the NYC Teaching Fellows program, which recruits and trains Fellows to work in high-need schools…
… has coincided with a dramatic decrease in the percentage of teachers in the highest poverty schools who fail New York’s standard teaching exam.
Source: Boyd, D., Lankford, H., Loeb, S., Rockoff, J. and Wyckoff, J. (2007). The Narrowing Gap in Teacher Qualifications and its Implications for Student Achievement. National Center for Analysis of Longitudinal Data in Education Research (CALDER).
21© The New Teacher Project 2009
In Chicago, similar partnerships and best-in-class staffing policies are enabling schools to focus sharply on teacher quality.
10,746 17% 36% 3.3 72%Avg. number of applications
per year, 2004-06
Avg. annual hiring rate,
2004-06
Percent of applicants with
a Master’s degree
Avg. GPA of teacher
applicants, 2004-06
Percent of principals
satisfied with the QUALITY of 76% or more of
new CPS teachers
Percent of CPS applicants hired by
year
18%16%
12%
2004 2005 2006
Total applicant pool vs.
applicants hired
14%
29%
17%
40%
High need subjects Candidates of color
Total pool Hired
22© The New Teacher Project 2009
Chicago’s mutual consent staffing policies allows schools to build effective instructional teams and ensures fluidity in the teacher workforce.
How much do you agree with the following statement: "It was important to me when
interviewing that principals wanted me to move to their school"?
50%
34%
11%1%1%
3%
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
95% Agree
Source: TNTP survey conducted in March 2007 of 1,446 CPS teachers.
90% of transferring teachers agree that the
process resulted in a match that both they and their new principals feel
good about.
90%
23© The New Teacher Project 2009
Chicago’s success at improving the teacher pipeline has not yet been matched by effectiveness management.
61%
32%
7% 0.3%
Superior Excellent Satisfactory Unsatisfactory
Distribution of CPS efficiency ratings, 2003-2006
Source: TNTP analysis of more than 36,000 efficiency ratings issued from 2003-2006. Our data include all centrally recorded ratings. Not all schools reported ratings to HR.
Only 3 out of 1000 teachers
rated unsatisfacto
ry
24© The New Teacher Project 2009
Failure to manage effectiveness on the job has real consequences for schools and students.
Case study:
A PreK-8 school with about 500 students is almost 90% low-income and 100% African-American. The percentage of students scoring at or above the national average on the ITBS math section has gone from 45% to 27% since 2003, and the percent scoring at the national average on the reading section has gone from 33% to 18%. Of the school’s 51 ratings, not a single one was unsatisfactory. But this particular school also did not issue any satisfactory ratings. All 51 ratings were superior or excellent. The breakdown was 78% Superior, 22% Excellent.
25© The New Teacher Project 2009
We conclude where we began – all elements in the continuum must be leveraged if we want good instruction in every classroom, every day.
Talent PipelineCreate supply of
effective teachers to fill all vacancies.
CORE METRIC
Number and percentage of teachers trained or hired who
demonstrate effectiveness
Effectiveness Management
Optimize effectiveness of teacher workforce.
CORE METRICRetention
rate of top-quartile
teachers:
Retention rate of
bottom-quartile teachers
Recruitment
Selection
Training/Certification
Placement
HiringEvaluation
Compensation
Retention / Dismissal
WorkingConditions
School-Level
Human Cap.Mgmnt.
An effective teacherin every
classroom
26© The New Teacher Project 2009
Questions?
For more information, please visit our website:www.tntp.org