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STAFFING PLAN D E T R O I T P U B L I C S C H O O L S

C O M M U N I T Y D I S T R I C T

2018-19

Executive Summary

According to Goldhaber (2007), decades of research on the determinants of student achievement make it clear that certified teachers matter to student success. A certified teacher is the single most important determinant of student success (Darling-Hammond, 2000, 2003; Hattie, 2003). With the exception of recognizing the need to recruit more teachers, the discourse in DPSCD has not focused enough on the scope and importance of recruitment and onboarding processes in being fully staffed. As competition for certified teachers increases nationwide and in Detroit, the process for locating and hiring certified teachers becomes more critical for District effectiveness and more importantly student achievement. The selection of certified teacher candidates depends on successful outreach, recruitment, hiring, and onboarding practices as only individuals who have been attracted to the District and who have actually become applicants are eligible for selection consideration. The implications of decisions, both for students, schools, and the District related to the recruitment of teachers is far reaching and needs immediate and direct attention. Recruitment is the first step in the broader teacher selection process. Division of Human Resources and Talent personnel are responsible for teacher recruitment efforts and must have a clear vision and well-defined plan for attracting qualified teachers. The District is excited to enter the 2018-19 recruitment season with continued focus on hiring certified teachers and becoming fully staffed. The aim of this strategic outreach and recruitment plan is to employ a holistic approach to recruitment efforts that champion the District’s goal to become fully staffed with teachers that are eager to make critical contributions and a difference in the lives of the children and communities they will ultimately serve. Teacher recruitment is a strategic priority for the District that involves building on the successes and lessons learned from previous recruitment cycles. Never before has the collaboration of all District stakeholders become more critical to the success of the District than it is now. Current and projected conditions regarding student enrollment, teacher shortages, and concern for education reform makes competition between school districts for qualified staff even greater. Teacher recruitment needs to be an assertive, active, and continuous process. The District must therefore be more creative, take risks, and change old hiring practices. The District must be well informed, organized, and effective in their efforts to recruit the brightest and most qualified teachers. Due to the current teacher shortage, DPSCD needs to actively recruit teachers within and beyond Detroit and throughout the Nation. Because the number of teachers entering the profession has steadily declined in recent years, DPSCD needs to expand its recruitment efforts to secure enough teachers to fill the District’s vacancies. As competition for limited talent continues to increase, there is escalating pressure on the District to yield additional value from its annual talent recruitment efforts.

As this information is vital to compiling an effective recruiting strategy, knowing what potential candidates see in the District and what they are looking for in a new employer is equally important. One means to gather valuable candidate and market information is to perform a S.W.O.T analysis that compares the District and its competition. The S.W.O.T analysis that follows was used to evaluate the Strengths, Weaknesses, Opportunities, and Threats of the District and its competitors for a limited pool of talent.

STRENGTHS WEAKNESSES

• HR department goals are closely aligned with the organization's strategic plan

• HR team comprised of staff members with vast expertise in their respective functional areas

• Improved communication of the DPSCD brand and mission

• Collaborative relationships with post-secondary institutions, and other potential sources of recruitment talent

•

• Buyer's market (teachers may be attracted to Districts which they perceive as offering higher starting salaries, signing bonuses, and greater career progression)

• Cumbersome application processes • Delayed time in processing hires • Number of teacher vacancies • Recruitment philosophy has been

transactional and reactive as compared to a broad approach from workforce planning to onboarding, with collaboration between HR and other departments

OPPORTUNITIES THREATS

• Alternative certification programs for non-traditional teacher candidates

• Execution of increased recruitment activities • Improved communication of District identity • New District leader and vision inspiring hope

to attract talent • Largest school district in Detroit and in

Michigan-ability to leverage resources • One-stop-shop that combines services and all

employee onboarding functions • Recruitment philosophy has shifted from a

transactional and reactive approach to an aggressive, active, and broad approach

• Renewed interest from university partners • Renewed interest in the revitalization of

Detroit national publicity (leverage excitement of energy and investments in the City of Detroit)

• Increases in teacher pay and improved morale among District teachers

• Competitors (Metro Detroit School Districts, Charter Schools, and Private Schools) are hiring more teachers

• Competitors are offering signing bonuses to recruits

• District limitations to extend recruitment and retention one-time bonuses

• Growing national teacher shortage • Inconsistent principal ownership for

staffing • Low performance of District • Negative perception which exists in

certain circles about DPSCD • School level ownership of recruitment

and retention efforts • Teacher skillsets are in greater demand • Untimely processing of committed

candidates

Teacher Recruitment Priorities

The District has identified two overarching priority areas that are all about having a well-formed strategy to attract active and passive talent. As the teacher recruitment landscape continues to change in Metro Detroit and across the state of Michigan, DPSCD must adapt its “way of work” when it comes to finding the right teacher talent. As we approach the challenges the new academic year brings, the District must consider the 2018-19 drivers of change and what needs to be prioritized to stay ahead of the curve in the area of teacher recruitment. Following are the two overarching priority areas and key objectives. PRIORITY 1: RECRUIT EXCEPTIONAL K-12 EDUCATORS WHO PLACE STUDENTS FIRST

A. Maintain a Year Round Commitment to Recruiting Certified Teachers; B. Regularly Conduct Teacher Recruitment Events and Job Fairs; C. Engage Candidates in National Recruitment Events in Historically Black Colleges and

Universities (HBCUs); D. Implement Alternative Certification Programs to “Grow our Own” Teacher Talent; E. Implement Teacher Residency Program to Further “Grow our Own” Talent Pool; and F. Forge strategic partnerships through memoranda of understanding that maximize

hiring of teacher talent through strategic pipelines.

PRIORITY 2: ORIENT, ONBOARD, AND INDUCT NEW TEACHERS WITH TOOLS FOR SUCCESS

A. Streamline the hiring and onboarding processes to efficiently place teachers in classrooms;

B. Implement One-Stop-Shop Onboarding Center; and C. PeopleSoft Onboarding Module Implementation.

Teacher Recruitment Targets

In alignment with recruitment goals established by the Board and Superintendent, the Division of Human Resources and Talent has established the goal of hiring and onboarding all needed teachers and instructional support personnel. Beginning in 2018-19, the Division of Human Resources and Talent will establish set targets, based on 2017-18 baseline data of total hiring and onboarding to lead to the Fall 2018-19 goal to be fully staffed. As of 5/29/2018, Table 1.0 delineates all teacher vacancies in the District by staffing groups.

Table 1.0: District School Based Vacancies by Staffing Group

STAFFING GROUP(S) COUNTS Student Advisory 60

Exceptional Student Education 50

Early Childhood 5

English Language Arts 16

Mathematics 16

Science 17

Social Studies 7

Miscellaneous Electives 12

Other 19

TOTAL 202

PRIORITY 1 - Recruit Exceptional K-12 Educators Who Place Students First

Introduction Teacher candidates with these skills are needed in large numbers to improve student performance in DPSCD. Districts in the Metro Detroit area are competing for the services of these kinds of teachers. As a result, recruitment is more than the mere identification of various recruitment pipelines-it involves cultivating new, more abundant, higher-quality resource pools. As competition for qualified teachers increases, the processes of locating and selecting certified teachers becomes more critical to the success of the District. Sources of Teacher Applicants The District yields teacher candidates from four general sources: 1) Newly prepared teachers—these are the beginning teachers who are just finishing college and are hoping to go straight into the teaching profession; 2) Delayed entrants—these individuals are first-time teachers who have worked in a various profession(s) prior to completing their teaching credential and going into their first teaching job some of which come via alternative certification pipelines; 3) Transfers—teachers who transfer from other schools, districts, states, or public or private sector; 4) Re-entry—former teachers going back to the teaching profession after leaving the profession at some point during their career, these individuals may have resigned or retired at one point and came back, or later realized that teaching was not as bad as they once thought; and 5) A possible new fifth and final option are alternative certification candidates who earned certification through approved MDE alternative certification program providers. SUB-PRIORITY AREA 1 Strategy: Maintain a Year-Round Commitment to Recruiting Certified Teachers

Improving instruction dictates that recruitment be considered from a dynamic perspective regardless of the conditions of the job market. As such, the District will not abandon the recruitment process throughout the academic year. Recruitment needs to be an on-going, long-term commitment. The District cannot adopt a sit-back or passive attitude regarding candidate recruitment. With the shortage of highly qualified teacher applicants in high-demand subject areas, the District is competing for the same quality teacher talent as other school Districts. It is through activities comprising a year-round commitment to recruiting certified teachers that the District actually goes about the business of attracting external candidates from various sources to fill anticipated position vacancies. The District will engage in many specific teacher recruitment practices for attracting certified candidates to fill identified vacancies. The implemented strategies will be both short and long term in scope and nature. The short-term practices will focus on those activities needed to meet current teacher recruitment demands for personnel that continually exist in the District when positions are vacated and cannot be filled. Long-term practices will be implemented to assure a continuous supply of certified teacher candidates. The following eight general categories of practices have been identified: (1) advertising; (2) financial incentives (i.e, competitive salaries, one-time bonuses, crediting of internal and external salary experience); (3) professional networking; (4) attract and retain teachers with prior experience who are passionate about urban education; (5) host multiple opportunities for local candidates to meet with principals at hiring fairs throughout the District; (6) meet with candidates in Michigan and out-of-state universities with emphasis on HBCUs, (7) fully utilize recruitment tools within and beyond the District to attract talent, and (8) create clear, easily accessible resources that highlight District employment offerings. SUB-PRIORITY AREA 2 Strategy: Teacher Recruitment Events and Job Fairs The District employs a variety of teacher recruitment events and job fairs when engaging in recruiting efforts to fill open teaching positions within schools. One of the main sources of teacher talent is recruiting through local, state, and national teacher recruitment events and job fairs. The District, colleges and universities, and private organizations host job fairs to provide a forum for teacher candidates seeking employment opportunities. District personnel will visit college and university teacher preparation programs both in and out of the state, inclusive of programs in Historically Black Colleges and Universities highlighted in table 1.0. The District will advertise teacher recruitment events on the District website, local radio stations, and social media. The District will collect information yielded from all recruitment events and systematically target potential hires until a job offer is extended and acted upon. Teacher recruitment events and job fairs will provide an effective medium to meet potential job applicants in a short period of time. Job fairs will serve as a means for new teachers to engage with the District and develop an understanding of the District’s pay scale, benefits, philosophy, and job prospects. Teacher recruitment events and job fairs will also provide applicants opportunities to explore potential teaching opportunities with schools. The District will actively and purposefully

recruit teacher candidates to diversify the educator pool through the teacher recruitment events and job fairs below in table 2.0. Since February 8, 2018, HR staff has engaged 732 candidates, 543 received conditional offers of employment with the District. Division of Human Resources and Talent staff is currently interacting with 239 candidates to confirm interest and take the next steps necessary to secure employment with the District.

Table 2.0: Teacher Recruitment Events and Job Fairs

TEACHER RECRUITMENT EVENTS AND JOB FAIRS

Recruitment Event(s) Type(s) of Events Date(s)

K-8 Teacher Hiring Fair at Northwestern DPSCD Hosted Event February 8, 2018

9-12 Teacher Hiring Fair at The Fisher DPSCD Hosted Event February 8, 2018

Teacher Hiring Fair at Brenda Scott DPSCD Hosted Event February 27, 2018

University of Illinois / Eastern Illinois Offsite Recruitment Event March 5, 2018

University of Dayton Offsite Recruitment Event March 6, 2018

UM Dearborn - All Majors Offsite Recruitment Event March 8, 2018

Alabama State University Offsite Recruitment Event March 8, 2018

West Virginia State University Offsite Recruitment Event March 8, 2018

Ohio Valley University Offsite Recruitment Event March 8, 2018

University of Charleston Offsite Recruitment Event March 8, 2018

Central State University Offsite Recruitment Event March 14, 2018

Purdue University Offsite Recruitment Event March 20, 2018

Morehouse, Clark & Spelman (Atlanta) Offsite Recruitment Event March 21, 2018

SW Ohio / N Kentucky Offsite Recruitment Event March 22, 2018

Albany State University Offsite Recruitment Event March 22, 2018

Teacher Hiring Fair at Ronald Brown DPSCD Hosted Event March 22, 2018

Madonna University Offsite Recruitment Event March 23, 2018

Kentucky State University Offsite Recruitment Event March 28, 2018

City of Detroit Offsite Recruitment Event March 28, 2018

ACCESS Offsite Recruitment Event March 28, 2018

Howard University Offsite Recruitment Event March 29, 2018

Bowling Green University Offsite Recruitment Event April 5, 2018

Jackson State University Offsite Recruitment Event April 5, 2018

University of Toledo Offsite Recruitment Event April 9, 2018

Teacher Hiring Fair at Northwestern DPSCD Hosted Event April 9, 2018

UM Dearborn - Education Only Offsite Recruitment Event April 11, 2018

Morgan State University Offsite Recruitment Event April 11, 2018

Schoolcraft College Offsite Recruitment Event April 12, 2018

Ohio University Offsite Recruitment Event April 13, 2018

Michigan State Offsite Recruitment Event April 16, 2018

Central NY Teacher Recruitment Offsite Recruitment Event April 16, 2018

Central Michigan Offsite Recruitment Event April 17, 2018

Western Michigan Offsite Recruitment Event April 18, 2018

UM Ann Arbor Offsite Recruitment Event April 19, 2018

Eastern Michigan Offsite Recruitment Event April 20, 2018

Grand Valley State Offsite Recruitment Event April 24, 2018

Calvin College, Grand Rapids Offsite Recruitment Event April 24, 2018

Teacher Hiring Fair at King High School DPSCD Hosted Event April 24, 2018

Teacher Job Fair (Southfield Marriott) Offsite Recruitment Event April 26, 2018

CTE Teacher Hiring Fair at Randolph HS DPSCD Hosted Event April 26, 2018

Florida A&M University Offsite Recruitment Event May 3, 2018

NAACP Recruitment Event Offsite Recruitment Event May 3, 2018

Wayne State University Offsite Recruitment Event May 4, 2018

Teacher Hiring Fair at Randolph DPSCD Hosted Event May 10, 2018

Teacher Hiring Fair at Randolph DPSCD Hosted Event May 24, 2018

Saginaw Valley State University Offsite Recruitment Event June 19, 2018

DPSCD Teacher Job Fairs DPSCD Hosted Events June, July, August, September 2018 TBD

DPSCD Specialized Teacher Job Fairs DPSCD Hosted Events June, July, August, September 2018 TBD

SUB-PRIORITY AREA 3 Strategy: National Recruitment Events in Historically Black Colleges and Universities (HBCUs) The Division of Human Resources and Talent attends recruitment events annually, and the proposed 2018 recruitment schedule included eleven (11) recruitment events to HBCUs. In an effort to recruit more teachers of color as well as DPSCD graduates who attend HBCUs through input from the Board, Superintendent, senior leadership, and department staff(s), the HBCUs were chosen based on the following elements: (1) colleges and universities with a college/school of education, (2) feasibility of travel, (3) established relationships with DPSCD, and (4) the size of college/school of education and number of graduating students. Many prestigious HBCUs have relatively small education departments; the division chose to focus on HBCUs with more than 100 college/school of education students. To date, over ninety (90) conditional offers were extended. In order to maximize the number of universities and colleges attended, multiple universities were visited during the same trip when possible. For example, when in the Baltimore/Washington D.C. area, the recruitment team visited two HBCUs (Morgan State University and Howard University). The Division of Human Resources and Talent sent at least three DPSCD representatives to HBCU recruitment events, including Talent/HR representatives as well as other District and school staff. When possible, the recruitment team for each university event included alumni from HBCUs. SUB-PRIORITY AREA 4 Strategy: Implement Alternative Certification Program

Research findings indicate the most important factor in a student’s success is a strong, effective teacher. However, throughout the nation this is becoming increasingly more difficult given teacher supply, available pipelines, teacher retention, teacher retirement and access to quality teacher preparation programs. DPSCD, the largest school District in Michigan, faces teacher shortages each year; particularly in high demand content areas. According to Michigan Title II reports, there has been a significant decrease in enrollments in educator preparation programs. Enrollment dropped from 14,372 in 2012 to 11,099 in 2014; concurrently retirements continue to grow. While some districts in Michigan are not seeing a teacher shortage, many subject areas such as science, math, special education and English as a second language have extreme shortages; and some schools in Detroit struggle to find the talent they need. Detroit has witnessed significant consequences to their students as a direct result of the ongoing teacher shortage. The District is experiencing the impact of declining education school enrollment, and alternative certification programs approved by the Michigan Department of Education through the Michigan alternative route to interim teacher certification helps school Districts like DPSCD address a growing number of teacher shortages. Michigan’s alternate route to interim teaching process allows candidates who have a bachelor’s degree and pass the certification exam in the area of instruction, but have not completed a teacher preparation program to be hired as a teacher while completing the certification requirements. This program provides pathways to completing a teacher preparation program while teaching full-time. Candidates are eligible for enrollment in an alternative route program if they meet the following legislated selectivity criteria: 1. minimum of bachelor’s degree; 2. 3.0 GPA on 4.0 scale; 3. passage of the appropriate discipline area Michigan Test(s) for Teacher Certification; 4. CPR/First Aid certification (MCL 380.1531d); and 5. Federal Background Check (R 390.1201). Approved alternate route teaching programs in Michigan require 12 credit hours and typically lead to a post-graduate certificate. As specified in law (MCL 380.1531i), alternative route programs approved by the Michigan Department of Education (MDE) and the Michigan Superintendent of Public Instruction (SPI) must include the equivalent of at least 12 semester credit hours and training in designated areas. The District is currently exploring the possibility of partnering with one or more of MDE approved alternative route programs to fill staffing gaps in limited content areas. SUB-PRIORITY AREA 5 Strategy: Implement Teacher Residency Program to Further “Grow our Own” Talent Pool DPSCD will implement a new program in 2018-19 school year to change this dynamic. Grounded in research, job-embedded clinical experiences, expert mentoring, on-going coaching and innovative learning environments, the District’s “Grow your Own” program will provide internal

degreed staff the opportunity to become certified teachers. Similar to a medical residency model, the programs will provide highly committed, content knowledgeable candidates with exceptional and rigorous clinical preparation in the pedagogy of teaching. The selected school sites will be similar to teaching hospitals where master teachers and administrators, such as seasoned doctors, will be responsible for the induction and preparation of the novice teachers. In partnership with Universities and private organizations, the District will develop for the express purpose of alternatively preparing outstanding teachers a “Grow your Own” program to meet the demands of today’s classrooms. SUB-PRIORITY AREA 6 Strategy: Forge strategic partnerships through memoranda of understanding that maximize hiring of teacher talent through strategic pipelines. Beginning in 2018-19, the District will maximize hiring through strategic pipelines. Our overall recruitment strategy and supporting strategic partnerships have the distinct purpose of communicating how talent will be identified and attracted to the District, how the District brand will be marketed to potential talent and ultimately how candidates will be hired, placed, and supported in schools. The District will employ best practices and research based strategies in branding and talent sourcing techniques through our strategic partnerships. In close partnership with the District’s strategic partners, the District will build awareness and a talent recruitment engine that will ensure all teaching positions are filled with certified candidates that ultimately become long-term members of the DPSCD family. Recruiting and attracting teacher talent remains a challenge for the District. Talent pipelines are defined as active pools of candidates available to fill open teaching positions. Sourcing teacher talent from pipelines allows the District to take control of talent pipelines and initiate recruitment activities with potential teachers. Candidate sourcing from multiple talent pipelines involves proactively searching for, engaging, and developing relationships with strategic partners to fill the District’s current or future positions. Sourcing talent from new and established pipelines opens the District to talent pools the District has historically had limited access to among both passive candidates and active candidates. Teacher talent does not emanate from one singular flow or pipeline, but rather, from many organizations. Candidates are not active in one, single environment; they are active across multiple arenas. All individuals who interact with the District through any instructional support role will be considered a potential candidate. Division of Human Resources and Talent personnel shall view recruitment through a new lens: an omni-lens that expands the opportunity to connect with top talent in meaningful and measurable ways within the following identified teacher talent pipelines:

− Applicant and job-fair pipelines: a. Candidates from local job fairs and recruitment events b. Candidates from state and national recruitment events c. Candidates from DPSCD Virtual Job Fairs d. Candidates from Historically Black Colleges and Universities (HBCUs)

e. Candidates within national Applitack database f. Candidates database from all conducted job fairs and recruitment events (over 2,600+

candidates and growing)

− Candidates from National Teachers-Teachers.com Database

− Candidates from DPSCD Resignation and Offer Denial Database

− Candidates from External Alternative Certification Program

− Candidates from DPSCD Professional and Support Staff Interested In Alternative Certification Program

− Candidates from contacts yielded from Former DPSCD Teach for America Core Members

− Candidates yielded from the following university partnerships: a. Wayne State University

− Apprentices and Interns

− Dreamkeepers Program

− Teach Detroit Program b. Michigan State

− Urban Teaching Fellows Program

− Student Teachers Program c. Candidates from University of Michigan-Dearborn d. Candidates from University of Detroit - Mercy e. Candidates from Marygroove College f. Candidates from Eastern Michigan g. Candidates from Grand Canyon University h. Candidates from Michigan Art, Music, and Physical Education Programs

− Alma College

− Eastern Michigan University

− Ferris State University

− Grand Valley State University

− Michigan State University

− Oakland University

− The University of Toledo

− University of Detroit Mercy

− University of Michigan, College for Creative Studies

− Wayne State University Memoranda of understanding will be drafted and agreed upon with colleges and universities that will provide field experiences, internships, and apprenticeships for potential teacher candidates. The educational institutions delineated above shall provide potential teacher candidates with the knowledge, skills, learning experiences, and the disposition necessary to be successful teachers in District schools. Under the terms of the referenced memoranda of understanding, interns and apprentices from various educational institutions shall undergo practical training, consisting of comprehensive and specialized educational experiences with the District with the ultimate aim of converting all participating teacher interns and apprentices into committed District teachers.

PRIORITY 2: ORIENT, ONBOARD, AND INDUCT NEW TEACHERS WITH TOOLS FOR SUCCESS

Introduction The Division of Human Resources and Talent recognizes that further support is needed beyond the District’s new hire processing that focuses on employee benefits and retirement information. This is where onboarding comes into play. Orientation, onboarding, and new teacher induction are processes by which new teachers adjust to the operational, social and performance aspects of their teaching assignments quickly and smoothly, and learn the attitudes, knowledge, skills, and behaviors required to function effectively within the District. Moreover, onboarding can be effective in fostering the employee’s understanding of the District’s culture, mission, diversity and values. With an effective, timely, and consistent onboarding process, the intervals of time needed for successful training can be reduced and employee satisfaction and performance levels can be increased which can further result in reduced staff turnover. The way by which new teachers are welcomed to the District impacts their success, their morale, and ultimately the bottom line of the District—student achievement. Missteps made during the first three months of hiring can thwart the development of and, potentially, jeopardize the success of a new teacher. Some of these new teachers will be hired due to the District’s new staffing allocation plan; some teachers will be hired due to increases in student enrollment. While other teachers will be hired as a result of employee departures. The primary purpose of onboarding, orientation, and induction sessions will be for a phased processing, to cover District policies and procedures, as well as orientations by various District departments. Comprehensive onboarding has the potential to enhance training and contribute to overall satisfaction and eventual retention of employees. SUB-PRIORITY AREA 1 Strategy: Streamline hiring and onboarding processes to efficiently place teachers in classrooms The hiring process has stepped into the spotlight among the Division of Human Resources and Talent, and for good reason: Done right, this vital talent management process can position the District, as well as newly hired teachers for greater success. Reducing cost and improving efficiency has become increasingly important as we prepare to hire hundreds of professional and support staff. Recruiting and Human Resources are areas where accuracy and efficiency intersect. During the 2018-19 hiring season, the ability to move quickly is key. Otherwise, the District faces losing existing talent, failing to attract new candidates, being outpaced by competition, and costing the District money in the process. An effective onboarding experience can make or break employee engagement, productivity, and retention. It also plays a critical role in how employees perceive the District and its culture. Every member of the Division of Human Resources and Talent plays a critical role in making the new employee experience pleasurable, exciting, and efficient for all candidates. This responsibility starts the moment a new hire accepts a job offer and the employee onboarding process begins. Employee onboarding services involve all activities from the time a candidate accepts the job until

the time he/she is familiarized with the District. The goal of employee onboarding is to ensure all candidates are fully processed and aware of the District’s objectives, policies and environment, so that he/she experiences a smooth transition and experience. Onboarding has many distinct processes and tasks to complete, these tasks must be completed through a variety of applications and systems. Currently, there is a significant amount manual data entry involved in hiring and onboarding processes, or employees usually need to wait for multiple personnel/departments to approve provisioning requests. The District’s current onboarding processes result in a slow and disorganized onboarding experience for employees that frustrate both new hires and school-based staff. By not having to deal with hardships caused by these areas through optimized hiring and onboarding processes, the Division of Human Resources and Talent can focus its efforts on aspects of the onboarding experience that matter most, and ensuring that all employees are set up for success from day one. In order to streamline and improve the employee onboarding experience the District will accomplish the following:

− convert workflows and processes from paper to digital form to improve data connectivity,

accuracy, and efficiency;

− decrease manual paper-based processes to reduce time and effort it takes to collect and

manage employee data;

− improve PeopleSoft modules to improve data gathered during the hiring process automatically

feeds into onboarding for seamless payroll set up, benefits enrollment and more;

− improve provisioning process to district technology systems; and

− implement employee onboarding module that is mobile interphased; and

− implement a “One-Stop-Shop” DPSCD New Employee Onboarding Center.

SUB-PRIORITY AREA 2 Strategy: Implement One-Stop-Shop Onboarding Center Model Research suggests that creating a new “One-Stop-Shop” onboarding center model with the opportunity to complete all new employee administrative and onboarding functions in one day improves the new hire’s experience and improves satisfaction and persistence (Bielski, 2006; Putzier, & Baker, 2010). By allowing new teachers to complete the onboarding process in one day, the District can address any issues commonly experienced by new teacher candidates. The idea is to make the onboarding process as smooth as possible and set new teachers up for success by providing vital information, tools they need before their first day at work. The concept of a “One-Stop-Shop” onboarding center is to enable new teachers a single access point to information and Human Resource service transactions. Key elements which the Distirct sought to address in the design and delivery of a customer centric One-Stop-Shop Onboarding Center include:

1. Speed: the time taken to hire and onboard new teachers should be the shortest possible for both the new teacher and the District while still ensuring hiring and onboarding outcomes are delivered right the first time;

2. Engagement: the way in which services are delivered should be seen as customer centric; 3. Responsive: all new teachers have a personalized hiring experience which addresses any

variation in hiring and onboarding processes and drive any changes required; 4. Value: all District stakeholders need to believe that the “One-Stop-Shop” onboarding

center is cost effective, and value is driven by customer outcomes, not department processes;

5. Integration: the “One-Stop-Shop” onboarding center will be seamlessly integrated, there should be no other hiring or onboarding actions new teachers engage in beyond those provided in the One-Stop-Shop; and

6. Experience: personalization of service is necessary to ensure that new teacher experiences are consistently superior.

In an effort to make a more efficient process for new hires, the District will launch a New Employee Onboarding Center conveniently located at the DPSCD Police Station, providing a “One-Stop-Shop” onboarding center to conveniently handle all new employee administrative and onboarding functions beginning on June 14, 2018. The Division of Human Resources and Talent, the DPSCD Police Department, the Department of Information Technology Services, and other District departments will facilitate the following processing and onboarding functions under the “One-Stop-Shop” onboarding center (arranged in alphabetical order):

− Benefits Elections

− Blueprint 2020 (District Strategic Plan) Orientation

− Complete Direct Deposit, Tax, I9 Process, W2, Electronic Consent Forms, Direct Deposit, and Other District Forms

− Curriculum and Instruction Orientation

− DPSCD Culture Norming Exercises

− Email Provisioning

− Make Employee “Active”

− Fingerprint and Background Check

− Frontline Tool

− Health and Voluntary Benefit Election

− Information Technology Orientation

− Issuance of Employee Identification Card

− Leave and FMLA Policies

− Mandatory Training Topics

− Michigan Retirement System

− Notarization of Key Documents

− Online Resources For Employees

− Mission Critical Training and Information

− Payroll Information

− Policy Reviews / Acknowledgements

− Professional Development Opportunities

− Relevant Board Policies

− Risk Management Information

− Submission of Driver’s License and Social Security Card

− Tuberculosis & Drug Testing

− Teacher Appraisal System SUB-PRIORITY AREA 3 Strategy: Implement PeopleSoft Onboarding Module

From a Human Resources Information Systems (HRIS) perspective, Onboarding is the process of integrating new workers into an organization by providing a centralized information system to enter all their required new hire data. A newly implemented PeopleSoft Onboarding module will provide a mechanism where new teachers will be able to expedite employment processes faster than ever before. The PeopleSoft Onboarding pages will consist of individual tasks, or steps, new hires will need to complete. After all of the data is entered it will be automatically populate across other modules to optimize hire transactions. Beginning on 6/9/2018, the Division of Human Resources and Talent will fully transition paper-based hiring and onboarding functions to a PeopleSoft managed of application files, new hire information, and onboarding processes. The PeopleSoft Onboarding module will provide a simplified and streamlined approach for new teacher hires, as well as the ability to complete all Onboarding business processes online. Activity guides will help applicants track and maintain their progress as they perform prescribed tasks, or steps. Improvements to PeopleSoft will help increase new hire data accuracy and expedite hiring and onboarding process. STRATEGIC PLAN ALIGNMENT Exceptional Talent: What will we do to achieve results?

DPSCD Strategy No.

DPSCD Strategy Description Aligned Strategic Outreach and Recruitment Plan Priorities (See Priority Descriptors Below)

1 Overhaul human capital policies and practices to make recruitment, hiring and onboarding more efficient and effective

1-A; 1-B; 1-C; 1-D; and 1-E 2-A; 2-B; 2-C

2 Pursue innovative partnerships and programs that strengthen our talent pipelines into open school and district positions.

1-C; 1-D; and 1-E

STRATEGIC OUTREACH AND RECRUITMENT PLAN | TEACHER RECRUITMENT PRIORITY DESCRIPTORS

1-A: Maintain a Year Round Commitment to Recruiting Certified Teachers; 1-B: Regularly Conduct Teacher Recruitment Events and Job Fairs; 1-C: Engage Candidates in National Recruitment Events in Historically Black Colleges and Universities (HBCUs); 1-D: Implement Alternative Certification Programs to “Grow our Own” Teacher Talent; and 1-E: Forge strategic partnerships that maximize hiring through strategic pipelines. 2-A: Streamline the hiring and onboarding processes to efficiently place teachers in classrooms; 2-B: Implement One-Stop-Shop Onboarding Center; and 2-C: Implement PeopleSoft Onboarding Module.

STRATEGIC PLAN MILESTONES Exceptional Talent: How will we measure progress?

1. The percentage of schools that open fully staffed 2. The percentage of teacher vacancies at the beginning of the year, mid-year, and end of year 3. The percentage of schoo- based leaders who agree that there were ample, high-quality

candidates to fill their vacancies 4. The percentage of newly hired employees who agree that their district onboarding experience

helped them prepare for success in their new job

5. The percentage of newly hired employees who agree that their school or department onboarding experience helped them prepare for success in their new job

6. The percentage of effective and highly effective teachers who choose to stay in their school or the district each year

7. The percentage of employees who agree that the district is committed to helping them develop professionally

Summary

The hiring of certified teachers clearly matters for student outcomes and research has been clear that certified teachers have a positive impact on student learning (Darling-Hammond, 2000, 2003; Goldhaber, 2007; Hattie, 2003). Particularly challenging settings, high-needs urban school districts like DPSCD, have a strong impetus to address the hiring of certified teachers to benefit students. The point of pressure for all District stakeholders is to be fully staffed for the opening of schools in September 2018 and beyond. Over the past several years, the District has become increasingly concerned over challenges experienced hiring certified teachers. Screening and processing of applications, as well as problems of hiring managers provided the impetus for this strategic outreach and recruitment plan. Burdensome processes, inconsistencies, omissions, and delays in hiring, onboarding, and orientation processes, as well as uncompetitive salaries have resulted in far too many unfilled teacher positions and loss of valuable teacher talent to other school Districts. In order to address these issues, the development of this strategic outreach and recruitment plan was undertaken, with a focus to improve hiring, onboarding, and the orientation of certified teachers. References

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Educational Leadership, 60(8), 6-13. Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National board

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Hattie, J. (2003). Teachers make a difference, what is the research evidence?. Putzier, J., & Baker, D. W. (2010). The everything HR kit: A complete guide to attracting, retaining,

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