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Teacher Preparation &
Recruitment
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Capturing Our Learning
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Overview
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Purpose: To build a highly effective pool of teachers ready to meet
the staffing needs of schools
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Key Elements of Teacher Preparation & Recruitment Strategy
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Influencing Traditional and Alternative Preparation Providers
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Maximizing Student Teachers
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Recruiting from Multiple Preparation Pathways
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Increasing Diversity in the Applicant Pool
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Providing Online Access to Vacancies and Applicants
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Screening for a High Quality Applicant Pool
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Projecting Future Recruitment Needs
See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle
Pieces for additional information
USHCA
Best People Best Results
Urban Schools Human Capital Academy
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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Key Research
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Certification pathway – traditional or alternative – is not a predictor of
teacher effectiveness
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Variation in effectiveness within pathways is greater than variation between
pathways Boyd, et al., 2006
Individual programs show meaningful differences in effectivenessGoldhaber and
Liddle, 2011
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Teaching experience is the only single characteristic consistently found to
be related to teacher effectiveness
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On job performance is a more powerful tool for improving teacher selection
than data available at the recruitment stage Rockoff, et al., 2008
Diversity matters when building a pool of teachers
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Black and low-performing elementary students appear to benefit most from
being taught by a teacher of the same race Egalite, Kisida, Winters, 2015
USHCA
Best People Best Results
Urban Schools Human Capital Academy
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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Metrics
Get the Best
Effective Teacher Preparation & Recruitment functions consistently get the best
teachers that meet school needs, as measured by effectiveness levels of the
teachers recruited and principals’ satisfaction with those recruited
Key metrics to understand performance in this function include:
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Percentage of new teachers - by Provider - with effective or higher ratings at the
end of Years 1, 2, and 3 (VI.B)
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Applicants per vacancy by subject and Provider (I.C)
Number and percentage of vacancies filled by May 1, July 1, August 1, and after opening
of school (II.A)
Number and percentage of diverse candidates meeting the screening criteria by Provider
(I.D)
Percentage of Principals satisfied with quality of staffing services received and
quality of applicant pool to match candidates to vacancies (II.E)
USHCA
Best People Best Results
Urban Schools Human Capital Academy
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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Key Content
Teacher Preparation & Recruitment
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New Teacher Landscape
Landscape Today
Expected Landscape
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Evidence that academic quality of new
teacher candidates is improving, based
on SAT scores.*
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USDOE projects 28% increase in new
teachers hired between 2010 and 2021
(~384,000)
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STEM remains the most critical
shortage area for new teachers,
despite more pay incentives. *
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Common Core driving changes for
teachers
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However, blended learning and other
tech progress may reduce the number
of educators needed, particularly in
shortage areas.
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Oversupply of elementary teachers –
excess ranges from 106% (Col.) to
930% (Ill.), although reports of drop in
enrollment of elementary educators.**
Diversity – Minority teachers represent
just 14.6 % of teaching force. There
has been significant growth in recent
years, but turnover rates are high.***
Urban Schools Human Capital Academy April 2014
*Goldhaber and Walch, Academic Capabilities of U.S. Teaching
Force on the Rise, Education Next, 2014.
** Sawchuk, Education Week, January 2013.
*** Center for American Progress, Increasing Teacher Diversity,
November 2011.
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Organizing Principles
Principle
1. Principal is THE hiring manager and the key customer
2. Value the candidate’s interaction with HR and principals
3. Develop clear value proposition for teaching in your district
4. Timing is key driver of success
5. Align supports for getting great people & leverage data for improvement
6. Differentiated support to high-need schools is critical
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Recruitment & Selection Lifecycle:
3 Key Phases
Building &
Expanding the
Pool
Keeping
Them
Warm
Selecting the Best
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Get the Best Consistently: “Secret Sauce”
POWER METRICS
GET THE BEST: Teachers
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Building &
Expanding the
Pool
Keeping
Them
Warm
Selecting the Best
• Enough applicants?
• “Right” applicants?
• Top choice?
• Early selections?
• Effective teachers?
USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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Phase 1: Building & Expanding the
Pool
 What
is HR’s role?
 Create a wide
pool
 Screen IN
 Pursue
candidates who are most likely to be successful
USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
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Phase 1: Building & Expanding the
Pool (cont.)
 What
are the key actions?
 Early projections
of vacancies
 Create clear value proposition
 Leverage multiple pathways
 High-quality website and strong internet recruitment
USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
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Phase 1: Building & Expanding the
Pool (cont.)
 How
do you measure success?
 Number
of applicants to vacancies (Power Metric-PM)
 Principal satisfaction with quality of applicant pool (PM)
 Diversity in applicant pool
 Conversion rates
USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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Tools and Activities
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Tools
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Top Strategies for Recruitment and Selection
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Sample Scorecard – Teacher Position
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Outlines strategies, both quick hits and longer-term strategies, to recruit
critical shortage area teachers and improve diversity
Provides a sample template scorecard for the role of a teacher based on
the book Who by Geoff Smart and Randy Street. This template can be
customized for each particular vacancy by subject, grade-level, school
needs, etc.
HR Partner Case Study
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Offers a case study for how an effective HR Partner works with a school to
recruit teachers for its individual needs
USHCA
Best People Best Results
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15
“Expanding the Pool” – the Perplexing
Questions
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Who is the candidate that WE are
trying to attract?
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What is the value proposition for
attracting THIS candidate to our
district?
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How do you work to expand THIS
pool?
USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
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16
The Best-fit Teacher
Who is the candidate WE are trying to attract?
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17
Our District’s Value Proposition
What is the value proposition for attracting this
candidate to our district?
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Best People Best Results
Urban Schools Human Capital Academy April 2014
URBAN SCHOOLS HUMAN CAPITAL ACADEMY
+ Activity: Your District’s Value
Proposition
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 STEP
1: Using a blank outline of the “ideal teacher,” describe
the characteristics that you are looking for in teachers that
would be a strong fit in your district.
 STEP
2: Using a blank outline of your district, describe what
your district’s value proposition is for attracting this ideal
candidate. What makes your district a compelling place to
teach for THIS candidate?
What makes our district special and unique for potential
teachers?
 What makes our city an exciting place to live and work?
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USHCA
Best People Best Results
Urban Schools Human Capital Academy April 2014
URBAN SCHOOLS HUMAN CAPITAL ACADEMY