This toolkit helps district, school, and charter management organization leaders select teachers and staff members for the school models of an Opportunity Culture. Districts that have created an Opportunity Culture have seen a surge of applications; this toolkit helps leaders adapt to a higher volume of applications and the chance that offers to become highly selective in hiring. The kit helps leaders screen and prioritize candidates for these new roles, which require new behaviors and skills. For ease of use and downloading, this toolkit walks users through the steps of selecting candidates for Opportunity Culture roles. Begin with the Overview, which explains the screening process, followed by full explanations of the individual steps. Each step includes a set of considerations, action steps, and links to relevant tools and resources.
Recruit, Select, and Keep Education Talent
This report for the University of Virginia’s Partnership for Leaders in Education explores lessons about when and how organizations in other sectors import leaders – including how they tempt people away, train them, and foster their success – to inform efforts by state and local leaders to import talent for failing schools. One of the biggest challenges in education today is identifying talented candidates to successfully lead turnarounds of persistently low-achieving schools. [Read more…]
Debate rages in education over whether to provide teachers with financial incentives in order to improve recruitment and retention in “hard-to-staff” schools and subject areas. In other public sectors—the civil service, military, and medicine—organizations take for granted that compensation is a powerful tool; they have moved from this debate about “whether” to a discussion of “how.” Experience from these domains suggests that a “portfolio” of incentives (including performance bonuses, loan repayment or scholarship programs, and other forms) may be most effective. As a component of this portfolio, performance-based incentives can boost both the recruitment and retention power of hard-to-staff pay—particularly for the high-potential candidates that we need most in hard-to-staff schools. [Read more…]
In the U.S., STEM subjects—science, technology, engineering, and math—face urgent needs for great STEM teachers and well-educated students. An Opportunity Culture can help by extending the reach of excellent STEM teachers already in our schools and creating a teaching profession that attracts and retains these teachers through higher pay, within regular budgets, and multiple advancement opportunities. The Education Leaders’ Brief summarizes the grim facts about STEM employment and learning in the U.S. today, emerging efforts to stem the shortage of skilled teachers, and how an Opportunity Culture can help. The companion slide deck provides more statistics and graphics to explain the huge need for more and better STEM teachers; how to attract and retain great STEM teachers; and how to extend the reach of the excellent STEM teachers we already have, paying them much more within regular budgets, and giving them opportunities to lead and develop peers on the job.
Improving teacher quality in college preparatory courses has great potential to raise rural Idaho students’ low college enrollment rate. Only 80 percent of rural Idaho students graduate from high school—and only 51 percent enroll in college. One critical factor contributing to low college-going rates in Idaho is the lack of rigorous preparation students need to succeed in college and career. In this paper written for the Rural Opportunities Consortium of Idaho, Public Impact examines the challenges that prevent rural schools from providing great teaching, and presents four strategies for increasing access to highly effective instruction in rural Idaho. Through a combination of grow-your-own preparation programs, customized teacher recruitment strategies, innovative approaches to extending the reach of excellent teachers, and blended online and in-person methods for teacher training, Idaho can improve teacher quality in college preparatory courses.
In this report for the Thomas B. Fordham Institute, Public Impact takes an in-depth look at principal hiring practices in five urban districts. Despite making improvements, our primary finding is that principal hiring practices continue to fall short of what is needed, effectively causing needy schools to lose out on leaders with the potential to be great. So what to do? Districts must improve their hiring practices to take a more active approach to principal recruitment, evaluate candidates against the competencies and skills that successful principals are known to possess, carefully design a placement process that matches schools’ needs with candidates’ strengths, and continually evaluate hiring efforts to ensure that they are effectively recruiting, selecting, and placing the leaders that schools depend on for success. Our research also suggests that better hiring practices alone are only part of the solution; districts must also re-imagine the principal’s role so that it is a job that talented leaders want and are equipped to execute successfully. See the companion infographic for a quick summary.
This report, written with support from The Bill & Melinda Gates Foundation, identifies four common strategies employed by other sectors to disproportionately retain high performers and discusses how committed education leaders could begin applying these strategies right now. Read more…