human resources & charter schools hiring, turnover, & retention in 7 states the national...

Human Resources Human Resources & Charter Schools& Charter Schools

Hiring, Turnover, & Retention in 7 Hiring, Turnover, & Retention in 7 StatesStates

The National Charter School Research ProjectThe National Charter School Research Project

University of Washington’s Center on Reinventing University of Washington’s Center on Reinventing Public EducationPublic Education

&&

The Massachusetts Charter School Dissemination & The Massachusetts Charter School Dissemination & Replication ProjectReplication Project

Harvard Graduate School of EducationHarvard Graduate School of Education

Session OverviewSession Overview Part IPart I

How do (and can) charter schools find How do (and can) charter schools find and and keep the teachers they need?keep the teachers they need?

Part IIPart II How do five high-performing, high-How do five high-performing, high-poverty charter poverty charter schools approach schools approach hiring and retention?hiring and retention?

DiscussionDiscussionHow can charter schools develop How can charter schools develop deliberate and deliberate and effective human effective human resource strategies?resource strategies?

Part IPart I

How do (and can) charter How do (and can) charter schools find the teachers schools find the teachers

they need?they need?

Presented by Presented by

Betheny Gross & Jon ChristensenBetheny Gross & Jon Christensen

Center on Reinventing Public Center on Reinventing Public Education’sEducation’s

National Charter School Research National Charter School Research Project Project

The Freedom to CompeteThe Freedom to Compete

Regulatory Freedom

Competition

Market and performance-

based personnel policies

Better Teachers and Better Fits


Regulatory Freedom

Competition



Better teachers;

better fits

Expanded pool of candidates

Incentives-based

compensation

Evaluation and dismissal for

poor performance

Competitive timelines

Offer and match to a compelling mission


Regulatory Freedom

Competition



Better teachers;

Better fits

Expanded pool of candidates

Incentives-based

compensation

Dismissal for poor

performance

Competitive timelines

Offer and match to a compelling mission

Stories Differ…Locale mattersStories Differ…Locale matters

Variation across charter schools by Variation across charter schools by state policy, labor market state policy, labor market conditions, organizational conditions, organizational characteristics, types of vacanciescharacteristics, types of vacancies

Competition is largely local Competition is largely local leaving sector to sector leaving sector to sector comparisons limitedcomparisons limited

Taking a Look Taking a Look Inside Charter SchoolsInside Charter Schools

Survey of personnel policies in Survey of personnel policies in 370 charter schools370 charter schools Six states representing a range of Six states representing a range of regulation (AZ, TX, CA, RI, HI)regulation (AZ, TX, CA, RI, HI)

Questions about recruitment, Questions about recruitment, hiring, and compensationhiring, and compensation

Complementary survey of school Complementary survey of school districts for local comparisonsdistricts for local comparisons

Four Aspects of CompetitionFour Aspects of Competition Recruitment timingRecruitment timing

When do they “go to market?” When do they When do they “go to market?” When do they conduct interviews and make offers?conduct interviews and make offers?

The Labor pool and selectionThe Labor pool and selection Who can teach?Who can teach? What matters more quality or qualifications?What matters more quality or qualifications?

CompensationCompensation How much do they pay?How much do they pay? What do they pay for?What do they pay for?

Evaluation and dismissalEvaluation and dismissal How is performance monitored?How is performance monitored? Do school dismiss poor performers?Do school dismiss poor performers?

Finding Out What Finding Out What MattersMatters

Quantity of applicantsQuantity of applicants How many applicants per position?How many applicants per position?

Satisfaction with applicant Satisfaction with applicant poolpool How satisfied are you with the How satisfied are you with the candidates you get?candidates you get?

What We LearnedWhat We Learned

Some charter schools are showing Some charter schools are showing some competitive practicesome competitive practice

The story from sector-to-sector The story from sector-to-sector comparisons can be very different comparisons can be very different from the story that accounts for from the story that accounts for local conditions and contextslocal conditions and contexts

Competitive practices don’t Competitive practices don’t always yield better labor market always yield better labor market outcomes for schoolsoutcomes for schools

Recruitment Timing: Getting a Recruitment Timing: Getting a Jump on the CompetitionJump on the Competition

Typically charters lag behind their local Typically charters lag behind their local district but being ahead may pay offdistrict but being ahead may pay off

Labor Pool: Casting a Labor Pool: Casting a Wide NetWide Net

Confirms what we already know – Confirms what we already know – charter schools do look beyond charter schools do look beyond the traditional styled the traditional styled candidate somewhatcandidate somewhat

Surprisingly, charters in less Surprisingly, charters in less restrictive states restrictive states are notare not more more likely to downplay likely to downplay certification or experiencecertification or experience

Compensation: Letting Compensation: Letting Money TalkMoney Talk

Sector to sector charters are Sector to sector charters are similar but local differences can be similar but local differences can be as high as almost $4000 as high as almost $4000

Money matters...Money matters...

Compensation: Letting Compensation: Letting Money TalkMoney Talk

More charters using incentives for More charters using incentives for performance and shortage fields but…performance and shortage fields but…only a minority of schools are only a minority of schools are getting a “competitive edge” with getting a “competitive edge” with the incentives.the incentives.

A competitive edge with incentives A competitive edge with incentives may help with getting applicants but may help with getting applicants but notnot necessarily better satisfaction necessarily better satisfaction with them.with them.

Evaluation and Dismissal: Evaluation and Dismissal: Keeping the BestKeeping the Best

While charter teachers are evaluated While charter teachers are evaluated about as often as TPS teachers about as often as TPS teachers evaluations are more likely to evaluations are more likely to involve teachers, parents or others involve teachers, parents or others in the schoolin the school

Charter schools more successfully Charter schools more successfully dismiss poor teachersdismiss poor teachers

Who’s in the Game?Who’s in the Game?

Anyone!Anyone!

No systematic relationship between No systematic relationship between common organizational traits and common organizational traits and likelihood to engage competitively likelihood to engage competitively in the market place.in the market place.

Some simple and even costless Some simple and even costless changes have the potential to make a changes have the potential to make a difference.difference.

Part IIPart II

How do five high-How do five high-performing, high-poverty performing, high-poverty charter schools approach charter schools approach hiring and retention?hiring and retention?

Presented by Presented by

Kristy Cooper, Mara Tieken, Kristy Cooper, Mara Tieken,

John Roberts, & Chris WynneJohn Roberts, & Chris Wynne

Harvard Graduate School of EducationHarvard Graduate School of Education

To distinguish common and To distinguish common and differing elements in high-differing elements in high-performing charter schoolsperforming charter schools

To inform policy-makers, charter To inform policy-makers, charter school authorizers, and educators school authorizers, and educators about best practices in five high-about best practices in five high-performing charter schools in performing charter schools in MassachusettsMassachusetts

Research Study PurposesResearch Study Purposes

Selection of 5 Case Selection of 5 Case Study SitesStudy Sites

Criteria set by the Massachusetts Criteria set by the Massachusetts Charter School Dissemination & Charter School Dissemination & Replication Project:Replication Project:

Schools located in high poverty Schools located in high poverty districtsdistricts

Schools with renewed chartersSchools with renewed charters Schools that made AYP in 2006Schools that made AYP in 2006 Schools outperforming sending Schools outperforming sending districts on MCASdistricts on MCAS

Research MethodologyResearch Methodology

Over 80 interviews with teachers, Over 80 interviews with teachers, administrators, and specialists at administrators, and specialists at the 5 schools.the 5 schools.

Parent focus group at each school.Parent focus group at each school.

Over 40 days of observation in the Over 40 days of observation in the schools.schools.

Analysis of school reports and Analysis of school reports and documents.documents.

““Hiring is the most important thing that Hiring is the most important thing that we do. It's a huge, huge, huge luxury we do. It's a huge, huge, huge luxury that cannot be overstated with charter that cannot be overstated with charter school leaders. There are some district school leaders. There are some district principals who I know who have experience principals who I know who have experience and have some flexibility over hiring. and have some flexibility over hiring. If it was me in my age and my experience If it was me in my age and my experience in a regular district school, it's very in a regular district school, it's very unlikely that I would have a lot of power unlikely that I would have a lot of power over who I could hire. Certainly over over who I could hire. Certainly over whom I could let go. So that's the major whom I could let go. So that's the major advantage that we have as a charter advantage that we have as a charter school. We try to take full advantage of school. We try to take full advantage of that, and we spend a significant amount that, and we spend a significant amount of time on the hiring process...”of time on the hiring process...”

- Roxbury Prep Administrator- Roxbury Prep Administrator

Human Resources Human Resources Research QuestionsResearch Questions

Why do teachers choose these schools? Why do teachers choose these schools? What is the hiring process?What is the hiring process? What do these schools look for?What do these schools look for? Why do teachers leave these schools?Why do teachers leave these schools? How do these schools view teacher How do these schools view teacher retention?retention?

How do these schools attempt to How do these schools attempt to retain teachers?retain teachers?

The 5 Case Study SitesThe 5 Case Study Sites

THE MATCH CHARTER PUBLIC HIGH SCHOOLTHE MATCH CHARTER PUBLIC HIGH SCHOOLBoston, MassachusettsBoston, Massachusetts

Founded in 2000Founded in 2000220 Students in Grades 220 Students in Grades

9-12 9-12

62% African American 62% African American 30% Hispanic 30% Hispanic

4% White 4% White 2% Asian2% Asian

2% Multi-race non-2% Multi-race non-HispanicHispanic

11% Special Education 11% Special Education 70% Low Income70% Low Income

4 Year Graduation Rate 4 Year Graduation Rate from MATCH = 60%from MATCH = 60%

2005-2006 Drop Out Rate 2005-2006 Drop Out Rate = 3.2%= 3.2%

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all13&ot=12&o=2025&view=all

BOSTON COLLEGIATE CHARTER SCHOOLBOSTON COLLEGIATE CHARTER SCHOOLDorchester, MassachusettsDorchester, Massachusetts

Founded in 1998Founded in 1998412 Students in Grades 5-12 412 Students in Grades 5-12

64% White64% White27% African-American27% African-American

6% Hispanic6% Hispanic2% Asian2% Asian

1% Multi-race non-Hispanic1% Multi-race non-Hispanic


4-Year Graduation Rate (2007) = 93%4-Year Graduation Rate (2007) = 93%2005-2006 Dropout Rate = 0%2005-2006 Dropout Rate = 0%

Data as of October 3, 2007 at :Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=2003mode=o&view=all&mcasyear=2007&ot=12&o=2003

COMMUNITY DAY CHARTER PUBLIC SCHOOLCOMMUNITY DAY CHARTER PUBLIC SCHOOLLawrence, MassachusettsLawrence, Massachusetts

Founded in 1995Founded in 1995330 Students in Grades K-8 330 Students in Grades K-8

87% Hispanic 87% Hispanic 9% White 9% White

2% African-American 2% African-American 1% Asian1% Asian

1% Multi-race1% Multi-race


80% First Language not English80% First Language not English

Data as of October 3, 2007 at :Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1989mode=o&view=all&mcasyear=2007&ot=12&o=1989

ROXBURY PREPARATORY CHARTER PUBLIC SCHOOLROXBURY PREPARATORY CHARTER PUBLIC SCHOOLRoxbury, MassachusettsRoxbury, Massachusetts

Founded in 1999Founded in 1999198 Students in 198 Students in

Grades 6-8 Grades 6-8

61.1% African 61.1% African American American

32.8% Hispanic 32.8% Hispanic 1.5% Native American 1.5% Native American 4.5% Multi-race non-4.5% Multi-race non-

HispanicHispanic

11.6% Special 11.6% Special Education Education

69.7% Low Income69.7% Low Income

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all13&ot=12&o=2025&view=all

ACADEMY OF THE PACIFIC RIMACADEMY OF THE PACIFIC RIMHyde Park, MassachusettsHyde Park, Massachusetts

Founded in 1997Founded in 1997472 Students in Grades 5-12 472 Students in Grades 5-12

57% African-American57% African-American23% White23% White

16% Hispanic16% Hispanic3% Asian3% Asian

1% Multi-race non-Hispanic1% Multi-race non-Hispanic


4-Year Graduation Rate (2007) 4-Year Graduation Rate (2007) = 90.3%= 90.3%

2005-2006 Dropout Rate = 0.7%2005-2006 Dropout Rate = 0.7%

Data as of October 1, 2007 at :Data as of October 1, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969

Findings on Findings on Hiring & RetentionHiring & Retention

Why do teachers choose Why do teachers choose these schools?these schools?

Philosophical Alignment with Philosophical Alignment with MissionMission

To Serve a “Calling”To Serve a “Calling” Goodness of FitGoodness of Fit ReputationReputation Potential Advancement into Potential Advancement into LeadershipLeadership

Structured Working EnvironmentStructured Working Environment

“You know how you come in and you’re looking at different schools and you’re like, “I’m relatively young and I get a good vibe from this school. I like the mission,” things like that. … But I just came here and, for lack of a better word, fell in love with the whole mission, the kids, just those things that you can’t quite put your finger on sometimes.”

- Community Day Teacher- Community Day Teacher

Why do teachers choose Why do teachers choose these schools?these schools?

What is the hiring What is the hiring process?process?

A Typical Hiring Process:A Typical Hiring Process: Job posted, review resumesJob posted, review resumes Phone interviewsPhone interviews On-site interviewsOn-site interviews Sometimes observed in current teaching jobSometimes observed in current teaching job Invited to teach sample lessonInvited to teach sample lesson Feedback from teachers, administrators, studentsFeedback from teachers, administrators, students Second visit to to meet staff, see school, Second visit to to meet staff, see school, observeobserve

Discuss strengths & weaknessesDiscuss strengths & weaknesses Question whether the candidate will fit into Question whether the candidate will fit into school cultureschool culture

What is the hiring What is the hiring process?process?

“ “We make a posting, and then we get We make a posting, and then we get resumes. They do an initial resume cut, and resumes. They do an initial resume cut, and we do a phone interview. After phone we do a phone interview. After phone interviews, I invite people in for a tour interviews, I invite people in for a tour and to observe classes and meet with us and and to observe classes and meet with us and interview further because obviously we want interview further because obviously we want it to be a good match for them as well as it to be a good match for them as well as for us. So we want them to see what goes on for us. So we want them to see what goes on at the school. That takes a couple of at the school. That takes a couple of hours. Then the finalists come in and teach hours. Then the finalists come in and teach a sample lesson, and then we discuss the a sample lesson, and then we discuss the lesson with them.”lesson with them.”

- APR Administrator- APR Administrator

What do these schools What do these schools look for?look for?

Goodness of Fit Criteria:Goodness of Fit Criteria: Passionate about the MissionPassionate about the Mission Related ExperienceRelated Experience Ability to Relate to Students Ability to Relate to Students Devoted - Willingness to Work Long Devoted - Willingness to Work Long Hours Hours

Support Standards-Based Support Standards-Based AccountabilityAccountability

Content Expertise Emphasized in Some Content Expertise Emphasized in Some SchoolsSchools


““High school is a hard time, and kids can High school is a hard time, and kids can get very sullen. They can get pretty get very sullen. They can get pretty apathetic. And when your mission is to get apathetic. And when your mission is to get them prepared for college and know that them prepared for college and know that socially they can handle that and that socially they can handle that and that they’re going to be resilient, and when they they’re going to be resilient, and when they get kicked down they’re going to come back get kicked down they’re going to come back fighting, they need to be surrounded by love fighting, they need to be surrounded by love at the school in order to help foster that. at the school in order to help foster that. If they’re not, then we’re in big trouble. If they’re not, then we’re in big trouble. So I’m just eager to meet as many candidates So I’m just eager to meet as many candidates as I can that are going to love our as I can that are going to love our students.” students.”

- Boston Collegiate - Boston Collegiate AdministratorAdministrator


““We want someone who’s pretty much We want someone who’s pretty much ready to sell their soul to the devil, ready to sell their soul to the devil, who’s not going to have any sort of who’s not going to have any sort of private life at all – a minimal one. private life at all – a minimal one. Because when you come here, you have to Because when you come here, you have to obviously devote yourself to at least obviously devote yourself to at least 12 hours a day, and that doesn’t 12 hours a day, and that doesn’t include weekends. So you want someone include weekends. So you want someone who is very young and has a lot of who is very young and has a lot of energy.”energy.”

- MATCH Administrator- MATCH Administrator

What is the turnover in What is the turnover in these schools?these schools?Annual Teacher Turnover Rates in the

Three Most Recent School Years

0

5

10

15

20

25

30

35

40

45

50

APR BCCS CDCPS MATCH RPC

School

Percentage of Teaching

Staff Departing

2004-05

2005-06

2006-07

Why do teachers leave Why do teachers leave these schools?these schools?

Philosophical MismatchPhilosophical Mismatch Moving On Moving On

RelocationRelocation Graduate schoolGraduate school

Shift in Personal PrioritiesShift in Personal Priorities Family commitments Family commitments Professional goalsProfessional goals Long hoursLong hours Incompatibility with specific Incompatibility with specific school conditionsschool conditions


““Not a good fit could mean a lot of Not a good fit could mean a lot of things. Typically it’s because they don’t things. Typically it’s because they don’t get the no-excuses, urgency piece, or get the no-excuses, urgency piece, or they’re general teachers, or they’re of they’re general teachers, or they’re of the go-it-alone mentality, or overwhelmed, the go-it-alone mentality, or overwhelmed, you know just really struggle.”you know just really struggle.”

““And nine out of ten cases, it's a mutual And nine out of ten cases, it's a mutual thing. The teacher's struggling, they thing. The teacher's struggling, they realize it's not a good fit or they don't realize it's not a good fit or they don't want to be in teaching, or they burned want to be in teaching, or they burned out.”out.”

- APR Administrators- APR Administrators


“Competition in life. You know, if you are a young woman and you just got married and you want to start a family, … those types of people are gonna go. One of the teachers, he wants to be a doctor, so he has to move on.”

- APR Administrator- APR Administrator

“We lose teachers every year when teaching staff have children or they get married - especially when they have children. It seems to be really challenging trying to balance both here.”

- MATCH Administrator

How do these schools How do these schools view teacher retention?view teacher retention?

Different perspectives on Different perspectives on turnover and retention turnover and retention

Some willing to accept turnover Some willing to accept turnover as a tradeoff for teacher qualityas a tradeoff for teacher quality

Willingness to accept turnover Willingness to accept turnover might be a luxury of reputation might be a luxury of reputation and locationand location

““I think the perception is... that charter I think the perception is... that charter school work is harder and that there’s more school work is harder and that there’s more asked of teachers. And there is. But I think asked of teachers. And there is. But I think that one of the things that we’re interested that one of the things that we’re interested in, in terms of being sustainable and in, in terms of being sustainable and replicable, is finding that balance. If you replicable, is finding that balance. If you can’t work here and also have a family and can’t work here and also have a family and manage your life and grow in a career, then manage your life and grow in a career, then we’re failing as a school. If we’re just we’re failing as a school. If we’re just turning people over who are young and leave as turning people over who are young and leave as soon as they get married and have kids, then soon as they get married and have kids, then you know, that’s not the school I want this to you know, that’s not the school I want this to be.”be.”

- Boston Collegiate Administrator- Boston Collegiate Administrator


““Do I wish ultimately everyone who’s good, Do I wish ultimately everyone who’s good, everyone who came and it worked out and was very everyone who came and it worked out and was very effective, stayed for five to seven years? effective, stayed for five to seven years? Sure, the school would be stronger. But when I Sure, the school would be stronger. But when I interview, I think about what's going to be best interview, I think about what's going to be best for kids next year. … We try to put systems in for kids next year. … We try to put systems in place so that we're not starting over every time place so that we're not starting over every time we have a new teacher. And those systems have we have a new teacher. And those systems have worked out pretty well. And sure, right now, worked out pretty well. And sure, right now, teachers are staying, I think, three to five teachers are staying, I think, three to five years. If we could make that five to seven, on years. If we could make that five to seven, on average, perfect. But I don't think we're going average, perfect. But I don't think we're going to be willing to decline the quality for that.”to be willing to decline the quality for that.”

- Roxbury Prep Administrator- Roxbury Prep Administrator


How do these schools How do these schools attempt to retain attempt to retain

teachers?teachers? Prioritizing Fit During the Prioritizing Fit During the Hiring Process Hiring Process

Mentoring and Induction Mentoring and Induction ProgramsPrograms

Incentive ProgramsIncentive Programs Teacher Retention CommitteesTeacher Retention Committees Leadership OpportunitiesLeadership Opportunities

How do these schools How do these schools attempt to retain attempt to retain

teachers?teachers?““We now understand that brand new teachers We now understand that brand new teachers aren’t going to be really effective no matter aren’t going to be really effective no matter where they come from, Harvard or any other where they come from, Harvard or any other place. They're not effective year one, which place. They're not effective year one, which is a learning curve for me. I thought when is a learning curve for me. I thought when you brought any smart person into a you brought any smart person into a classroom, teaching is a skill, but it’s hard classroom, teaching is a skill, but it’s hard for them. It does take experience even if for them. It does take experience even if you're very smart. You still have to you're very smart. You still have to practice those skills to really hone them. practice those skills to really hone them. We're trying to understand about supporting We're trying to understand about supporting teachers in their very early years and teachers in their very early years and keeping them with us a bit longer, but also keeping them with us a bit longer, but also giving them the kind of help they need so giving them the kind of help they need so they don't become discouraged.”they don't become discouraged.”

- Community Day Administrator- Community Day Administrator

ConclusionsConclusions

These 5 high-performing charter These 5 high-performing charter schools...schools... Focus on goodness of fit from day oneFocus on goodness of fit from day one Understand hiring and retention as a Understand hiring and retention as a mutual process whereby teachers and mutual process whereby teachers and schools both make decisionsschools both make decisions

View hiring, retention, and training View hiring, retention, and training as three sides of the same issueas three sides of the same issue

Are not Are not necessarilynecessarily concerned about concerned about turnover, which may be a benefit of turnover, which may be a benefit of reputation and locationreputation and location

Recommendation #1Recommendation #1

Prioritize fit by clarifying your Prioritize fit by clarifying your mission, philosophies, and practices mission, philosophies, and practices during the hiring process. during the hiring process.

Present a clear concise mission:Present a clear concise mission:Roxbury Prep: “Prepare students to Roxbury Prep: “Prepare students to

enter, succeed enter, succeed in, and graduate from in, and graduate from college.”college.”

Offer opportunities for candidates to Offer opportunities for candidates to experience school culture during the experience school culture during the hiring processhiring process


Consider your local educational Consider your local educational and labor market conditions when and labor market conditions when strategizing about hiring.strategizing about hiring.

Boston Market ConditionsBoston Market ConditionsOver 35 colleges and universitiesOver 35 colleges and universities79% of area residents over 25 have 79% of area residents over 25 have at least a high school education at least a high school education

14 charter public schools14 charter public schools


Be deliberate in human resource Be deliberate in human resource strategiesstrategies

Understand hiring, training, Understand hiring, training, induction, and retention as induction, and retention as related, and integrate them related, and integrate them intentionally intentionally

Ensure that these processes Ensure that these processes reflect school prioritiesreflect school priorities

DiscussionDiscussion

What would a deliberate and What would a deliberate and effective effective

human resource strategy look human resource strategy look like in your school?like in your school?

Thank youThank you

human resources & charter schools hiring, turnover, & retention in 7 states the national...

Documents

compensation compensation

compelling mission slide

labor market conditions

labor pool

sector comparisons

compensation questions

dismissal evaluation

types of vacancies competition