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Staffing Classrooms

Staffing Classrooms. Dana Balter and William Duncombe Center for Policy Research Syracuse University November 19, 2004. How New York’s School Districts Find Their Teachers. Introduction. Staffing classrooms is becoming more difficult Quality teachers are critical to academic success

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Staffing Classrooms

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  1. Staffing Classrooms Dana Balter and William Duncombe Center for Policy Research Syracuse University November 19, 2004 How New York’s School Districts Find Their Teachers

  2. Introduction • Staffing classrooms is becoming more difficult • Quality teachers are critical to academic success • Researchers have made numerous policy recommendations to address the problem • Most existing literature is prescriptive

  3. Objectives of Study • To document teacher recruitment and selection practices in New York • To collect information on the types of training and resources school districts would find valuable • To share information collected regarding potentially “innovative” practices

  4. Organization of the Presentation • Survey methodology • Difficulty recruiting certified teachers • Organization of the hiring process • Teacher recruiting practices • Conclusions

  5. Methodology • Mail and internet survey • Sent to superintendents in 684 districts • 488 usable surveys returned • Response rate of 71.3% • Survey was sponsored by NYSCOSS.

  6. Methodology – Topics Covered • Teacher recruitment: • Difficulty of recruiting certified teachers • Use of media, internet, BOCES, and colleges for recruitment • Use of strategies to increase supply and recruiting incentives • Screening and selection of teachers: • Application and screening process • Interview process • Selection process • Resource needs and comments

  7. Difficulty of Recruiting Certified Teachers

  8. Difficulty of Recruiting Certified Teachers

  9. Difficulty of Recruiting Certified Teachers

  10. Staff Involvement in Recruitment Process (percent of districts)

  11. Organization of Hiring Process Smaller districts: • Superintendent is key. • With support of teachers and principal. • Hiring process is at district level. Medium districts: • Superintendent, teachers and principals are important but also involvement of school business official and district curriculum director. • Hiring process shared between districts and schools. Large districts: • HR director has key role with support of district curriculum director, principals, assistant principals and teachers. • Hiring process organized at district level but screening, interviewing, and selection is shared between districts and schools.

  12. Increase the number of applicants from pool of teachers: Advertise in multiple outlets Use internet Attend local job fairs Partner with local colleges Offer recruiting incentives Enlarge the applicant pool: Advertise outside local area Use “unconventional” internet sites Attend non-local job fairs Partner with non-local colleges Recruit paraprofessionals, retirees, ex-teachers Offer recruiting incentives Methods to Improve Teacher Recruitment

  13. Use of Media for Teacher Recruitment (% of districts with “most” or “all” ads placed here)

  14. Use of Internet for Recruitment (percent of districts)

  15. Attendance at Job Fairs for Recruitment • 63% of districts attend job fairs • 40% attend attend only one • 87% attend attend 3 or fewer

  16. Use of BOCES Recruitment Services(percent of districts)

  17. Partnering with Colleges to Improve Recruitment

  18. Use of Strategies to Increase Supply in Districts with Recruiting Difficulties

  19. Use of Recruiting Incentives in Districts with Recruiting Difficulties

  20. Interest in Training (percent indicating interest)

  21. Interest in Training (percent indicating interest)

  22. Conclusions • Districts are having difficulty recruiting teachers. • Only about 1/3 of districts have a dedicated HR director. • Use of non-local recruiting strategies and recruiting incentives is very limited. • In the local area there are more opportunities for recruitment than are being used. • Relatively little use of BOCES or SED assistance. 1/3 of districts indicated interest in additional training and support.

  23. Supplemental Information

  24. Staff Involvement in Recruitment Process (Percent of Total)

  25. Impact of BOCES on Internet Use by Districts for Recruitment (percent of districts)

  26. Partnering with Colleges for Recruitment by Enrollment Size (percent of districts)

  27. Strategies for Increasing Teacher Supply (percent of districts)

  28. Use of Teacher Recruitment Incentives (percent of districts)

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