Charter Schools Human Resources NOLA

7/28/2019 Charter Schools Human Resources NOLA

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Human Resources& Charter Schools

Hiring, Turnover, & Retention in 7 States

The National Charter School Research Project

University of Washingtons Center on Reinventing Public Education

&

The Massachusetts Charter School Dissemination & Replication Project

Harvard Graduate School of Education


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Session Overview

Part I

How do (and can) charter schools find and

keep the teachers they need?

Part II

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

Discussion

How can charter schools develop deliberate andeffective human resource strategies?


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Part I

How do (and can) charter schools

find the teachers they need?

Presented by

Betheny Gross & Jon Christensen

Center on Reinventing Public Educations

National Charter School Research Project


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The Freedom to Compete

RegulatoryFreedom

Competition

Market andperformance-basedpersonnel policies

Better Teachers andBetter Fits


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RegulatoryFreedom

Competition


Better teachers;better fits

Expanded pool of

candidates

Incentives-basedcompensation

Evaluation and

dismissal for poor

performance

Competitive timelines Offer and match to a

compelling mission


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RegulatoryFreedom

Competition


Better teachers;Better fits

Expanded pool of

candidates

Incentives-basedcompensation

Dismissal for poor

performance

Competitivetimelines Offer and match to a

compelling mission


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Stories DifferLocale matters

Variation across charter schools by state policy,labor market conditions, organizationalcharacteristics, types of vacancies

Competition is largely local leaving sector tosector comparisons limited


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Taking a Look

Inside Charter Schools

Survey of personnel policies in 370 charter schools

Six states representing a range of regulation (AZ,TX, CA, RI, HI)

Questions about recruitment, hiring, andcompensation

Complementary survey of school districts for local

comparisons


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Four Aspects of Competition

Recruitment timing When do they go to market? When do they conduct interviews and

make offers?

The Labor pool and selection

Who can teach?

What matters more quality or qualifications?

Compensation

How much do they pay?

What do they pay for?

Evaluation and dismissal How is performance monitored?

Do school dismiss poor performers?


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Finding Out What Matters

Quantity of applicants

How many applicants per position?

Satisfaction with applicant pool

How satisfied are you with the candidates you get?


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What We Learned

Some charter schools are showing somecompetitive practice

The story from sector-to-sector comparisonscan be very different from the story thataccounts for local conditions and contexts

Competitive practices dont always yield better

labor market outcomes for schools


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Recruitment Timing: Getting a Jump on the

Competition

Typically charters lag behind their local district but beingahead may pay off

12.4

18.4 18.7

Average number of applicants per position

Average Number of Applicants byTimeline

Behind at some point Ahead or same Entirely ahead

26.96

35.59

42.11

Very satisfied

Satisfaction by Timeline

Behind at some point Same or ahead Entirely ahead


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Labor Pool: Casting a Wide Net

Confirms what we already knowcharterschools do look beyond the traditional styledcandidate somewhat

Surprisingly, charters in less restrictive states arenotmore likely to downplay certification orexperience


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Compensation: Letting Money Talk

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

Money matters...

-5000

-4500

-4000

-3500

-3000

-2500

-2000

-1500

-1000

-500

0BA only Ba and 10yrs service MA only

MA and 10 yrsservice

Salary Differences by Satisfaction

with Applicants

VERY SATISFIED N=105

SOMEWHAT SATISFIED N=211

SOMEWHAT DISSATIFIED N=37

VERY DISSATIFIED N=13

11.4513.18

20.23

Average number of applicants per position

Number of Applicants by

Starting Salary DifferencesMore than $2000 below local district

Within $1000 of local district

More than $2000 above local district


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Compensation: Letting Money Talk

More charters using incentives for performance andshortage fields butonly a minority of schools are

getting a competitive edge with the incentives. A competitive edge with incentives may help with

getting applicants but not necessarily better satisfactionwith them.


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Evaluation and Dismissal: Keeping

the Best

While charter teachers are evaluated about as often asTPS teachers evaluations are more likely to involve

teachers, parents or others in the school Charter schools more successfully dismiss poor

teachers


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Whos in the Game?

Anyone!

No systematic relationship between commonorganizational traits and likelihood to engagecompetitively in the market place.

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


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Part II

How do five high-performing, high-

poverty charter schools approach

hiring and retention?

Presented by

Kristy Cooper, Mara Tieken,

John Roberts, & Chris Wynne

Harvard Graduate School of Education


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To distinguish common and differing elementsin high-performing charter schools

To inform policy-makers, charter schoolauthorizers, and educators about best practices

in five high-performing charter schools inMassachusetts

Research Study Purposes


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Selection of 5 Case Study Sites

Criteria set by the Massachusetts Charter SchoolDissemination & Replication Project:

Schools located in high poverty districts

Schools with renewed charters

Schools that made AYP in 2006

Schools outperforming sending districts on MCAS


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Research Methodology

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

Parent focus group at each school.

Over 40 days of observation in the schools.

Analysis of school reports and documents.


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Hiring is the most important thing that we do. It's a

huge, huge, huge luxury that cannot be overstated withcharter school leaders. There are some districtprincipals who I know who have experience and havesome flexibility over hiring. If it was me in my age andmy experience in a regular district school, it's veryunlikely that I would have a lot of power over who Icould hire. Certainly over whom I could let go. Sothat's the major advantage that we have as a charterschool. We try to take full advantage of that, and we

spend a significant amount of time on the hiringprocess...

- Roxbury Prep Administrator


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Human Resources

Research Questions

Why do teachers choose these schools?

What is the hiring process?

What do these schools look for?

Why do teachers leave these schools?

How do these schools view teacher retention?

How do these schools attempt to retain teachers?


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The 5 Case Study Sites


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THE MATCH CHARTER PUBLIC HIGH SCHOOL

Boston, Massachusetts

Founded in 2000220 Students in Grades 9-12

62% African American30% Hispanic

4% White2% Asian

2% Multi-race non-Hispanic

11% Special Education70% Low Income

4 Year Graduation Ratefrom MATCH = 60%

2005-2006 Drop Out Rate = 3.2%

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


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BOSTON COLLEGIATE CHARTER SCHOOL

Dorchester, Massachusetts


64% White27% African-American

6% Hispanic2% Asian



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

Data as of October 3, 2007 at :http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=2003
http://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=allhttp://profiles.doe.mass.edu/home.asp?mode=so&so=2026-13&ot=12&o=2025&view=all


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COMMUNITY DAY CHARTER PUBLIC SCHOOL

Lawrence, Massachusetts

Founded in 1995330 Students in Grades K-8

87% Hispanic9% White2% African-American

1% Asian1% Multi-race


80% First Language not English

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


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ROXBURY PREPARATORY CHARTER PUBLIC SCHOOL

Roxbury, Massachusetts


61.1% African American

32.8% Hispanic1.5% Native American

4.5% Multi-race non-Hispanic

11.6% Special Education69.7% Low Income

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


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ACADEMY OF THE PACIFIC RIM

Hyde Park, Massachusetts


57% African-American23% White

16% Hispanic3% Asian


13% Special Education

51% Low Income4-Year Graduation Rate (2007) = 90.3%

2005-2006 Dropout Rate = 0.7%

Data as of October 1, 2007 at :

http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969
http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969http://profiles.doe.mass.edu/home.asp?mode=o&view=all&mcasyear=2007&ot=12&o=1969


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Findings on

Hiring & Retention


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Philosophical Alignment with Mission

To Serve a Calling

Goodness of Fit

Reputation

Potential Advancement into Leadership

Structured Working Environment


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You know how you come in and youre looking atdifferent schools and youre like, Im relatively young

and I get a good vibe from this school. I like themission, things like that. But I just came here and,

for lack of a better word, fell in love with the wholemission, the kids, just those things that you cant quite

put your finger on sometimes.- Community Day Teacher



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A Typical Hiring Process:

Job posted, review resumes

Phone interviews

On-site interviews Sometimes observed in current teaching job

Invited to teach sample lesson

Feedback from teachers, administrators, students

Second visit to to meet staff, see school, observe

Discuss strengths & weaknesses

Question whether the candidate will fit into school culture


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We make a posting, and then we get resumes. They

do an initial resume cut, and we do a phone interview.After phone interviews, I invite people in for a tour and

to observe classes and meet with us and interviewfurther because obviously we want it to be a goodmatch for them as well as for us. So we want them tosee what goes on at the school. That takes a couple of

hours. Then the finalists come in and teach a samplelesson, and then we discuss the lesson with them.

- APR Administrator


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Goodness of Fit Criteria:

Passionate about the Mission

Related Experience

Ability to Relate to Students

Devoted - Willingness to Work Long Hours

Support Standards-Based Accountability

Content Expertise Emphasized in Some Schools


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High school is a hard time, and kids can get verysullen. They can get pretty apathetic. And when yourmission is to get them prepared for college and knowthat socially they can handle that and that theyre going

to be resilient, and when they get kicked down theyregoing to come back fighting, they need to besurrounded by love at the school in order to help fosterthat. If theyre not, then were in big trouble. So Im

just eager to meet as many candidates as I can that aregoing to love our students.

- Boston Collegiate Administrator


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We want someone whos pretty much ready to sell

their soul to the devil, whos not going to have any sort

of private life at alla minimal one. Because when you

come here, you have to obviously devote yourself to atleast 12 hours a day, and that doesnt include weekends.

So you want someone who is very young and has a lot

of energy.

- MATCH Administrator


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What is the turnover in these schools?

Annual Teacher Turnover Rates in the

Three Most Recent School Years

0

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

4 5

5 0

AP R BC C S C DC P S MAT C H R P C

School

2004-05

2005-06

2006-07


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Philosophical Mismatch

Moving On Relocation

Graduate school

Shift in Personal Priorities Family commitments

Professional goals Long hours

Incompatibility with specific school conditions


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Not a good fit could mean a lot of things. Typically

its because they dont get the no-excuses, urgencypiece, or theyre general teachers, or theyre of the go-it-

alone mentality, or overwhelmed, you know just reallystruggle.

And nine out of ten cases, it's a mutual thing. The

teacher's struggling, they realize it's not a good fit orthey don't want to be in teaching, or they burned out.

- APR Administrators


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Competition in life. You know, if you are a youngwoman and you just got married and you want to start afamily, those types of people are gonna go. One ofthe teachers, he wants to be a doctor, so he has to

move on.- APR Administrator

We lose teachers every year when teaching staff havechildren or they get married - especially when they havechildren. It seems to be really challenging trying tobalance both here.

- MATCH Administrator


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How do these schools view

teacher retention?

Different perspectives on turnover and retention

Some willing to accept turnover as a tradeoff forteacher quality

Willingness to accept turnover might be a luxuryof reputation and location


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I think the perception is... that charter school work isharder and that theres more asked of teachers. Andthere is. But I think that one of the things that were

interested in, in terms of being sustainable andreplicable, is finding that balance. If you cant workhere and also have a family and manage your life andgrow in a career, then were failing as a school. If were

just turning people over who are young and leave assoon as they get married and have kids, then you know,thats not the school I want this to be.

- Boston Collegiate Administrator


teacher retention?


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Do I wish ultimately everyone whos good, everyonewho came and it worked out and was very effective,stayed for five to seven years? Sure, the school would be

stronger. But when I interview, I think about what'sgoing to be best for kids next year. We try to putsystems in place so that we're not starting over every time

we have a new teacher. And those systems have worked

out pretty well. And sure, right now, teachers are staying,I think, three to five years. If we could make that five toseven, on average, perfect. But I don't think we're goingto be willing to decline the quality for that.

- Roxbury Prep Administrator


teacher retention?


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How do these schools attempt to

retain teachers?

Prioritizing Fit During the Hiring Process

Mentoring and Induction Programs

Incentive Programs

Teacher Retention Committees

Leadership Opportunities


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How do these schools attempt to

retain teachers?We now understand that brand new teachers arent goingto be really effective no matter where they come from,Harvard or any other place. They're not effective yearone, which is a learning curve for me. I thought whenyou brought any smart person into a classroom, teachingis a skill, but its hard for them. It does take experienceeven if you're very smart. You still have to practice thoseskills to really hone them. We're trying to understand

about supporting teachers in their very early years andkeeping them with us a bit longer, but also giving themthe kind of help they need so they don't becomediscouraged.

- Community Day Administrator


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Conclusions

These 5 high-performing charter schools...

Focus on goodness of fit from day one

Understand hiring and retention as a mutual processwhereby teachers and schools both make decisions

View hiring, retention, and training as three sides ofthe same issue

Are not necessarilyconcerned about turnover, whichmay be a benefit of reputation and location


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Recommendation #1

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

Present a clear concise mission:

Roxbury Prep: Prepare students to enter, succeedin, and graduate from college.

Offer opportunities for candidates to experienceschool culture during the hiring process


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Recommendation #2

Consider your local educational and labormarket conditions when strategizing abouthiring.

Boston Market Conditions

Over 35 colleges and universities

79% of area residents over 25 have at least a highschool education

14 charter public schools


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Recommendation #3

Be deliberate in human resource strategies

Understand hiring, training, induction, and retentionas related, and integrate them intentionally

Ensure that these processes reflect school priorities


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Discussion

What would a deliberate and effective

human resource strategy look like in your

school?


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Thank you

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Charter Schools Human Resources NOLA

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