Educator Workforce
Planning and ForecastingNational Association for Alternative Certification
2007 Pre-conference Seminar
Facilitators:
Dr. Cyndy Stephens, Director Division for Educator Workforce Research and Development (EWRRAD)
Georgia Professional Standards Commission
Dr. Tom Hall, Director of Special Projects Georgia Professional Standards Commission
Dr. Winifred Nweke, Coordinator of Research and Evaluation Division for Educator Workforce Research and Development (EWRRAD)
Georgia Professional Standards Commission
April 3, 2007
“Spooner” or Planner
When it rains manna from heaven, some people put up an umbrella. Others reach for a big spoon. 1
Traditionally HR is seen as running for the umbrella. No matter what happens, we’ll keep doing what we do the way we’ve always done it. This is no longer true in many leading organizations.
A truly modern HR department is constantly evaluating the workforce and applying its strategies. Every change in the business of education should be seen as an opportunity for HR to act. Whether it’s a new product, organization, or a shift in strategy, the workforce is not only impacted – the workforce impacts.
When change comes your way, don’t run. Participate in change and participate in strategy. Get yourself a seat at the proverbial table.
Drucker, Peter F. “The Daily Drucker.” HarperCollins, 2004. Page 76
Presentation Guide Workforce Focus on School Staffing
• Planning
• Forecasting
Models Demand Supply Policy Discussion
Strategic Workforce Planning (SWP): Long
DefinitionSWP
Analytic, Planning and Forecasting process that connects and directs talent
management activities to ensure an organization has the right people in the right places at the right time
and at the right price to execute its business strategy
“The Business of Schools”“The School Business”
Strategic Workforce Planning: Forecasting Human Capital Needs to Execute Business Strategy. Published By: The Conference BoardSeptember 2006. Report Code: #CB-1391
Strategic Workforce Planning (SWP)Increasingly important to districts AND schools in response to a variety of factors including these SWP
Drivers :
The aging workforce and approaching retirement wave
Current and projected labor shortages
Globalization
Growing use of a contingent, flexible workforce
The need to leverage human capital to enhance return
System and school level mergers/expansions/special status
(Charter Schools), privatization, school “take-overs”, etc.
Evolution of technology and tools to aid teaching or in fact,
teachSource: Strategic Workforce Planning: Forecasting Human Capital Needs to Execute Business Strategy. Published By: The Conference BoardSeptember 2006. Report Code: #CB-1391
Getting “IT” RIGHT•Right number of people with the right skills,
experiences, competencies and values in the right jobs at the right time at the right schools
and districts in all schools and districts…
•And at the Right Price?1.
SWP Short Definition for Schools
and Districts?
Source: Building Successful Organizations Workforce Planning in HHS. 1999. USHSS. http://www.hhs.gov/ohr/workforce/wfpguide.html. hhs.1999..
Public, non-profit and private organizations develop workforce planning models:
• Contain similar in concept and content
• Have differing terminology
• Rely on analysis of present workforce competencies
• Identify competencies needed in the future • Compare present workforce to future needs• Identify competency gaps and surpluses• Prepare plans for building the workforce needed in future
Basic Content: No Surprises
Assess, Act and Lead• Include evaluation design and process
• Assure workforce competency model remains valid and objectives are met
• Requires strong management leadership• Clearly articulated vision, mission, and strategic objectives• Cooperative supportive efforts of staff in several functional areas• In the Federal sector…Strategic planning (GPRA), budget, and
human resources are key players in workforce planning• GPRA plans set organizational direction and articulate measurable
program goals and objectives. The budget process plans for the funding to achieve objectives. Human resources provides tools for identifying competencies needed in the workforce and for recruiting, developing, training, retraining, or placing employees to build the future workforce
Workforce Planning Blueprint
WORKFORCE PLANNING IN COMPLEX ORGANIZATIONS. 2004. RAND Corporation
Public Sector Difference
•Public sector agencies address federal and state employment and employ relations requirements in addition to agency planning and forecasting needs
• NCLB Title IIA Teacher Equity
• Staff Performance Accountability
Source: Building Successful Organizations Workforce Planning in HHS. 1999. USHSS. http://www.hhs.gov/ohr/workforce/wfpguide.html. hhs.1999..
Educator Workforce Planning
and Forecasting Model in Georgia
Workforce Planning Questions
What are the characteristics and distribution we will need?
What critical characteristics and distribution in educators and students do we have today?
What critical characteristics and distribution will we have if we do nothing different?
What actions will close the gap?
Education Workforce Planning
Comprehensive process that provides district managers and school leaders with a framework for staffing decisions based on organizational
• Mission• Strategic plan • Budgetary resources • Desired workforce competencies and values
p
Demand Supply
JobAnnual
Continuation
Annual Student Enrollment Student Enrollment Trends
Projected StudentEnrollment
Policy RequirementsProgram
Needs/Enhancements
Current and ReturningWorkforce
Projected New Hires/LossGrowth/"Replacement"
SourcesPolicy
Job Title/FunctionSkills
KnowledgeDispositions
Location Work Assignment
ResponsibilitiesPolicy
Retention in: Profession
District School
Grade/Level Content
CompetenciesBeliefsValues
PerformanceMeasures
Strategic Vision
Educator Planning and Forecasting Model
RecruitmentPlacement
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Location(s)
Work Assignment(s)
Responsibilities
Source: EWRRAD.GA Professional Standards Commission, 2007
Educator Inventory Inventorying the current distribution of teachers, student
services personnel and administrators provides foundation for building a future workforce
Must also inventory employees’
CompetenciesSkillsKnowledgeCredentials DispositionsPerformanceQuantity
Flexibility for Assignments
“Fit” for the Context of the Assignments
Quantity of Teachers needed for Assignments and Context
Competency Planning Model
Helps to bridge the gap
Now and where organization wants to be in The Future
• Serves two ways to guide management decision making
• Support mission, vision, and goals• Map to guide employees toward achieving mission
Overall organization Specific functional area
Competency Planning Model
• Creates map to display a set of competencies •Aligned with an organization’s mission, vision, and strategic goals•Future-oriented, describing an ideal workforce•Competencies in the model serve as basis for employee management
•Play a key role in decisions•Recruiting•Employee development•Personal development •Performance management
Workforce Forecasting
Business and the people who work today are less predictable, more global, demographically diverse, highly competitive
Having the right people in the right jobs and places is critical for industries with shortages
An understanding of workforce dynamics shows how to meet staffing needs and how to manage proactively to ensure that goals are met
Forecasting is the planning tool to yield long-term results
Hirschman, C.. 2007. Putting Forecasting into Focus. HR Magazine. February
Shaping the Forecast
Segment jobs in school staffing• Strategic
• Core
• Requisite
• Non-core
•Forecast and plan first for the jobs that most affect execution of the organization
strategy and goal attainment
•Forecast and plan next for the jobs that are most affected by successful or unsuccessful execution of the organization strategy and goal attainment
The Supply Factor
Counts of Teachers Returning by Year (Counts Only the Year of their First Re-Entry)
Base Year
TeacherAttrition
+2 Yrs +3 +4 +5 +6 +7 +8 +9 +10 +11 +12 +13 +14 +15 +16
1990 4533 558 290 131 98 65 60 35 54 52 59 54 32 28 21 46
1991 4472 498 190 132 82 99 64 51 58 53 34 39 28 24 42
1992 4190 383 194 102 80 62 55 67 60 40 43 22 24 46
1993 4282 451 174 119 94 98 59 71 69 55 22 29 39
1994 4478 481 211 132 91 83 86 79 55 40 27 43
1995 4719 472 197 142 112 104 98 58 54 48 44
1996 5455 678 250 187 140 103 87 68 60 61
1997 4474 460 221 159 120 129 67 60 46
1998 5806 605 316 205 126 111 81 94
1999 5827 558 273 164 115 105 90
2000 7417 792 449 263 169 155
2001 7084 772 408 225 185
2002 7503 790 401 264
2003 8288 960 472
2004 8363 962
Returns in School Year 2006
Georgia Teacher Re-entry into the 2006 Public School Workforce:
(Attrition years 1990 – 2004)
Percentage of Teachers Returning by Year (Counts Only the Year of their First Re-Entry)
+2 Yrs +3 +4 +5 +6 +7 +8 +9 +10 +11 +12 +13 +14 +15 +16
1990 4533 12.3% 6.4% 2.9% 2.2% 1.4% 1.3% 0.8% 1.2% 1.1% 1.3% 1.2% 0.7% 0.6% 0.5% 1.0%
1991 4472 11.1% 4.2% 3.0% 1.8% 2.2% 1.4% 1.1% 1.3% 1.2% 0.8% 0.9% 0.6% 0.5% 0.9%
1992 4190 9.1% 4.6% 2.4% 1.9% 1.5% 1.3% 1.6% 1.4% 1.0% 1.0% 0.5% 0.6% 1.1%
1993 4282 10.5% 4.1% 2.8% 2.2% 2.3% 1.4% 1.7% 1.6% 1.3% 0.5% 0.7% 0.9%
1994 4478 10.7% 4.7% 2.9% 2.0% 1.9% 1.9% 1.8% 1.2% 0.9% 0.6% 1.0%
1995 4719 10.0% 4.2% 3.0% 2.4% 2.2% 2.1% 1.2% 1.1% 1.0% 0.9%
1996 5455 12.4% 4.6% 3.4% 2.6% 1.9% 1.6% 1.2% 1.1% 1.1%
1997 4474 10.3% 4.9% 3.6% 2.7% 2.9% 1.5% 1.3% 1.0%
1998 5806 10.4% 5.4% 3.5% 2.2% 1.9% 1.4% 1.6%
1999 5827 9.6% 4.7% 2.8% 2.0% 1.8% 1.5%
2000 7417 10.7% 6.1% 3.5% 2.3% 2.1%
2001 7084 10.9% 5.8% 3.2% 2.6%
2002 7503 10.5% 5.3% 3.5%
2003 8288 11.6% 5.7%
2004 8363 11.5%
Mean Percentages 10.8% 5.1% 3.1% 2.2% 2.0% 1.5% 1.4% 1.3% 1.1% 0.9% 0.8% 0.7% 0.8% 0.7% 1.0%
(Probability Estimates)
Georgia Teacher Re-entry into the 2006 Public School Workforce: (Attrition years 1990 – 2004)
1 2 3 4 5 6 7 8 9 10
Georgia Teacher Re-entry into the 2006 Public School Workforce: (Attrition years 1990 – 2004)
For any particular year, the current best formula which estimates the minimum number of returning teachers R from the most recently available 10 years of attrition is:
R = .108A2 + .051A3 + .031A4 + .022A5 + .020A6 + .015A7 + .014A8 + .013A9 + .011A10 + .009A11 where A2 is the attrition count 2 years ago, A3 is the attrition count 3 years ago, etc.
Example for 2007:R = .108*(8220) + .051*(8363) + .031*(8288) + .022*(7503) + .020*(7084) + .015*(7417) + .014*(5827) + .013*(5806) + .011*(4474) + .009*(5455)
R = 2244
Georgia Teacher Re-entry into the 2006 Public School Workforce:
(Attrition years 1990 – 2004)
Probability of Teachers Returning after Leaving the GA Public School Workforce (1990 - 2006)
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PR(AY) = Probability of Returningfrom Attrition in Year Y (Observed)
Approximation Function R=.1/(Y-1) where R is the probability ofreturning after leaving Y years ago
Comparison of Sources of Newly Hired Teachers by Workforce Category (2006)
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
Returning Teachers
GA IHE's
Alternate Routes
Out of State
Note the Contribution of Alternate Route Supply in Critical Areas
Newly Hired Teachers, FY06
9,7489,6089,4348,6278,3038,595
7,466
3,2012,089
1,495
3,880
5,501
3,222
2,710
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
FY00 FY01 FY02 FY03 FY04 FY05 FY06
Nu
mb
er
of
Te
ac
he
rs
"Replacement" Hires "Growth" Hires
12,949 new teachers were hired in FY06, a 10.7% increase over FY05’s 11,697 new hires. 9,748 of the new hires replaced the number lost to attrition from the classroom, while 3,201 were hired to meet the growth demand.
Sources of Teacher Hires, FY06
Alternative Certification, 22.0%
Non-Lateral Transfers, 2.7%
Returning, 20.9%
Georgia Traditional Educator
Preparation, 23.5%
Delayed Entry, 2.6%
Out-of-state, 28.3%
Georgia depends on out-of-state sources for more than one-fourth of its new teacher hires.
A rising proportion of new teacher hires are prepared through alternative routes, reaching 22% in FY06, up 2.5% from FY05.
The proportion of traditionally prepared new teacher hires supplied by Georgia colleges decreased slightly from 24.1% in FY05 to 23.5% in FY06.
Top Georgia Higher Education Producers of
New Teachers, FY06 University of Georgia (13.6%) University of West Georgia (8.9%) Valdosta State University (8.6%) Georgia State University (8.6%) Kennesaw State University (7.2%) Georgia Southern University (6.9%) Mercer University (6.3%)
Competency Planning Model
•Provides management and staff with common understanding
• Competency set and behaviors important to the organization
• Well-developed and documented competency models are basis for organizational, training and development activities and for identifying competencies sought in new
recruits
Identifying Competencies
• Competencies are developed based on information collected by studying what top performers do in the defined job context
• Competencies focus on attributes that separate high performers from others in the workforce •Employee questionnaires, focus groups, and interviews with managers and employees provide data
Identifying Competencies
Workforce analysis process spans workforce Supply and Demand analysis aspects of planning
• Competencies are identified using key
elements Workforce skills analysis describes skills required to carry out a function Skills Analysis requires leaders to anticipate how the nature of work in schools and school systems will change
• Leaders and workers at all levels identify
future human resource
requirements based on needed skills
Job analysis, which collects information describing successful job performance. Job analysis focuses on tasks, responsibilities, knowledge and skill requirements as well as other criteria that contribute to successful job performance. Information obtained from employees in this process is used to identify competencies.
Planning and Forecasting Assumptions
Workforce planning focuses on outputs from the planning more than on the process itself. Output results from adapting models, strategies, tools and processes to organizational environment and needs
Concentration on planning outputs …organizationally meaningful to support program objectives, budget requests, staffing needs, and strategic plans
Workforce planning is an inclusive process, drawing together program management, budget, strategic planning, human resources, and program staff and working in partnerships
Planning and Forecasting Assumptions
Training, coaching, technical assistance, and other support will be required as leaders and teachers prepare to use / adapt models, strategies, and tools to meet objectives in a strategic staffing plan
The capacity to do effective workforce planning is developed over time
• Critical to begin carefully and to validate analysis at each step. States, districts and schools should begin with a subset of the workforce [Teachers] and extend planning as skills and experience develop
Educator workforce planning and forecasting processes maintain constant links to program, budget, and organization
strategic planning to assure that the products achieve teacher staffing immediate and future needs
The Demand Factor
Georgia’s Educator Workforce, FY06
110,784
116,292
120,773122,439
124,979
129,032
95,000
100,000
105,000
110,000
115,000
120,000
125,000
130,000
135,000
FY01 FY02 FY03 FY04 FY05 FY06
School Year
Nu
mb
er
of
Ed
ucato
rs
Georgia’s total educator workforce rose to 129,032, an increase of 3.2% from the 124,979 in FY05.
Student Enrollment Projections
1,684,498
1,730,652
1,779,000
1,829,059
1,598,461
1,270,948
1,311,1261,346,761
1,375,9801,401,291
1,422,9411,444,937
1,496,0121,470,634
1,522,6111,553,437
1,880,395
1,641,047
1,200,000
1,300,000
1,400,000
1,500,000
1,600,000
1,700,000
1,800,000
1,900,000
2,000,000
School Year
Nu
mb
er
of
Stu
de
nts
Enrollment
Upper 95% CI
Projected
Lower 95% CI
Enrollment 1,270,948 1,311,126 1,346,7611,375,980 1,401,291 1,422,9411,444,9371,470,634 1,496,012 1,522,611 1,553,437 1,598,461
Upper 95% CI 1,679,6471,724,444 1,772,0841,822,0441,873,8231,926,979
Projected 1,277,704 1,319,410 1,353,9281,382,6881,407,444 1,430,070 1,452,370 1,475,902 1,501,884 1,531,135 1,564,074 1,600,779 1,641,0471,684,498 1,730,652 1,779,0001,829,0591,880,395
Lower 95% CI 1,602,4471,644,552 1,689,2201,735,958 1,784,2951,833,811
FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12
•Enrollment will likely be close to the projection, and it is unlikely that actual enrollment will be above or below the confidence limits.
•Student enrollment has continued to rise slightly more each year since FY00.
How Many New Babies?Who is Having Them and
When??Year Recorded/Projected Actual/Projected Live births
2005 139735
2006 142018
2007 144301
2008 146585
2009 148868
2010 151152
2011 153435
2012 155719
2013 158002
2014 160286
2015 162569
2016 164853
Student Ethnic Distribution, FY07
Multi-racial2.7%
Hispanic9.2%
American Indian/ Alaskan Native
0.1%
Asian, Pacific Islander
2.9%
Black38.1%
White46.9%
Teacher Ethnic Distribution, FY07
White, 75.9%
Asian, 0.6%American Indian, 0.1%
Black, 22.0%
Multiracial, 0.2%
Hispanic, 1.1%
American Indian Asian Black Hispanic Multiracial White
Experience Groups of Teachers
The decline in the number of teachers with 0-4 years of experience from 28.5% in FY05 to 23.2% in FY06 and the rise in the percentage of teachers in 5-14 and over 30 years experience groups may be partly the function of older new teachers coming into the workforce as Georgia returning or veteran, veteran teachers coming from in- and out-of-state and/or retired teachers returning to work.
0
10
20
30
40
Experience Groups
Perc
ent
FY03 29.2 21.7 15.0 12.1 10.8 8.2 3.1
FY04 29.2 21.3 15.3 11.8 10.5 8.3 3.5
FY05 28.5 21.9 15.6 11.9 9.9 8.5 3.7
FY06 23.2 23.5 17.2 12.2 9.8 8.8 5.3
0-4 years
5-9 years
10-14 years
15-19 years
20-24 years
25-29 years
30+
Age Groups (using Georgia Certified Personnel Information Report and Date of Birth) and Teaching Experience groups (based on Teacher Retirement System [TRS] data)
Teaching Experience Groupings
0-4.5 4.6-9.59.6-14.5 14.6-19.5 19.6-24.5 24.6-29.5 29.6 and over Total*
Age Groupings 7 6 0 0 1 0 0 14
44 or Younger 26966 19874 9740 4582 1100 5 2 62269
45-49 2437 2903 2377 2364 2507 1178 4 13770
50-59 3186 4137 4096 4760 3462 4157 1722 25520
60 and older 525 652 579 828 640 445 282 3951
Total 33121 27572 16792 12534 7710 5785 2010 105524
Aging of the Teacher Workforce, FY99-FY06
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
<24 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 >70
Age
Num
ber
of T
each
ers
FY99
FY06
• With an increase in the average and new hire ages of teachers, an increasing proportion of teachers may annually leave the classroom , requiring replacement.
• There is a pronounced bimodal (two group) distribution of age within the teacher ranks, the younger with a modal age of 29 in FY99, and an older group with a modal age of 49 that year. The distribution in FY06 has shifted substantially, with the two modes occurring at ages 36 and 52, respectively.
Fundamentals:
Planning and Forecasting
p
Demand Supply
JobAnnual
Continuation
Annual Student Enrollment Student Enrollment Trends
Projected StudentEnrollment
Policy RequirementsProgram
Needs/Enhancements
Current and ReturningWorkforce
Projected New Hires/LossGrowth/"Replacement"
SourcesPolicy
Job Title/FunctionSkills
KnowledgeDispositions
Location Work Assignment
ResponsibilitiesPolicy
Retention in: Profession
District School
Grade/Level Content
CompetenciesBeliefsValues
PerformanceMeasures
Strategic Vision
Educator Planning and Forecasting Model
RecruitmentPlacement
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Location(s)
Work Assignment(s)
Responsibilities
Source: EWRRAD.GA Professional Standards Commission, 2007
5 Problems in Human Resource Plans:
Schools and Districts Mathematic and data complexities in computing educator personnel Data volume, points, collection, ownership and comparability and
reporting Lack of certainty about school human resource needs for the future Unknown acquisition “lead time” in recruiting and training for meeting
new hire and placement needs and for promoting or shifting existing personnel
• “Acquisition lead times have become more of a problem in recent years because of the needs for more highly skilled (leadership and classroom professional) personnel. Since this trend is expected to continue in future years, the problem of acquisition lead time creates difficulties for most organizations (schools and districts)…”
Source: http://ww..tamiu.edu/coba/faculty/kohl/book/3.html
Problems in Human Resource Plans:
Schools and Districts Must be updated frequently in states, districts and schools…in which greater
uncertainties exist
• High need, AYP, geographically hard-to-staff, under-representation in faculty demographics, etc.
• Most schools and districts are growing and increasingly complex
• Require more sophisticated approaches to workforce planning when policies are far removed from the action site
• Interdependencies have increased for funding, staffing, preparation, accountability, etc.
• Needed personnel in the traditional teaching and candidate force are in short and shortening supply
• Many planning models have ignored the “real life” side of equitable staffing in schools for high quality, high performing and long-staying teachers and leaders
Source: http://ww..tamiu.edu/coba/faculty/kohl/book/3.html
INTERNAL
EXTERNAL
POSIT
IVENEG ATIVE
S W
O T
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A Good SWOT is a Great Beginning
Strengths Opportunities
Weaknesses ThreatsInternal
External
SWOTS tell us what/who we have, need, might do and might not want to do
LEGEND
Pacific Region
Rocky MountainRegion
SouthwestRegion
Midwest Region
NortheastRegion
SoutheastRegion
ID
AZ
UT
MT
WY
NM
CO
AL
FL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
AK
PA
ME
VA
NY
CT
WV
MD
NJ
VTNH
MA
DE
RI
USA REGIONS
HI
LA
GA
MI
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Can you ANNUALLY and OVER TIME show and/or predict where you get
your In- and Out-of-state veteran and new
teachers?
Forecasting recruitment from the wrong sources begets new forecasts, poorly spent resources and unfilled classrooms
Teacher Staffing
Elementary Teachers
High School Teachers
Special Program Teachers Special Education
ESOL Art, Music, PE
Instructional LeadsRemedialEtc.
Middle Grades Teachers
Students
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Students are the only reason that we need teachers and administrators. Students determine how many and what kind of teachers we need from year to year
Inventory Distribution Results: Future Educator
WorkforceChange Over Time or Exponentially
• Managerial Actions• New Superintendent brings priority changes• New state/local executives/policy makers change focus
• Employee Decisions• Teachers stay longer/leave earlier• Administrators leave high need schools for more
affluent ones• School “churn” leaves opening in hardest-to-staff
schools
Inventory Distribution Results: Future Educator
WorkforceChange Over Time or Exponentially
• Policy Changes• Class Size Reduction/Flexibility/Expansion• Technology infusion in classroom instruction and administrative functions• New local/state/national
curriculum/performance/accountability/budget/student services mandates• Shifts in Demand and Supply Factors
• Student enrollment grows/slows exponentially or over time trend• Student academic performance/learning needs/strengths shift• Attrition significantly heightens/lessens• Teacher production slows/grows in areas needed/not needed
School Staffing and IBM
IBM has set out to recreate itself as a globally integrated and high performing enterprise that broke away from the pack on the strength of its human capital, not solely on its portfolio of products
Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable. Source: IBM’s HR Takes a Risk. 2007. HR Magazine. SHRM.
So0urce: Why public schools lose teachers.”A. Hanushek, JF Kain, SG Rivkin - Journal of Human Resources
School Staffing Plan:Communication and Continuous
Evaluation
Communication plan must be carefully planned and executed for formal and informal networks• Inside and outside of state, district and schools
• To all employee levels and job types Continuous evaluation of the plan, forecasted data and
progress toward school staffing objectives informs both the immediate and the next teacher recruitment, training, placement, support decisions and retention decisions
Success puts the most qualified teachers with all students in all districts in all schools in a state and nation