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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

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
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
objectives of study
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
organization of the presentation
Organization of the Presentation
  • Survey methodology
  • Difficulty recruiting certified teachers
  • Organization of the hiring process
  • Teacher recruiting practices
  • Conclusions
methodology
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.
methodology topics covered
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
organization of hiring process
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.
methods to improve teacher recruitment
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
use of media for teacher recruitment of districts with most or all ads placed here
Use of Media for Teacher Recruitment (% of districts with “most” or “all” ads placed here)
attendance at job fairs for recruitment
Attendance at Job Fairs for Recruitment
  • 63% of districts attend job fairs
  • 40% attend attend only one
  • 87% attend attend 3 or fewer
conclusions
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.