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www.aplusala.org

Rethinking Teacher Recruitment and Retention in Alabama

A New Focus on the Current and Future Millennial Workforce

Courtney Gilmore, Policy Fellow, Leadership for Educational Equity

October 2018

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A+drivesimprovementsinpubliceducationforeveryAlabamastudent.Wesetanddeliverhighexpectationsbyadvocatingforpolicies,practices,andinvestmentsthatadvancelearningandby

partneringwithschoolstobuildthecapacityofteachersandleaders.

Writtenby:CourtneyGilmore

LeadershipforEducationalEquityPolicyFellow

©Copyright2018,A+EducationPartnershipPermissiontocopyanyorallofthisreportisgrantedaslongasA+EducationPartnershipiscredited.

Electroniccopiesofthisreportcanbefoundatwww.aplusala.org.

Foradditionalhardcopies,contact:

ThomasRainsVicePresidentofOperationsandPolicythomas@aplusala.orgor(334)279-1886

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Table of Contents

TableofContents.........................................................................................................................................3

Introduction.................................................................................................................................................4

Recruitment..................................................................................................................................................5

Theneedforschoolstocompetefortalent.............................................................................................6

Recruitingmethodsoftopcompanies.....................................................................................................8

TennesseecampaignforrecruitingMillennialteachers..........................................................................8

UNCEducatorQualityDashboard............................................................................................................9

UABTeachandalternativecertificationroutesforteachers..................................................................10

Teacherfellowsprograms......................................................................................................................11

UniversityofWestAlabamaandfederalfunding..................................................................................11

Retention....................................................................................................................................................13

ProfessionalPathways............................................................................................................................15

Conclusion..................................................................................................................................................18

RecommendationsforAlabamapolicymakersandschoolleaders............................................................19

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Introduction

MillennialshavebecomethelargestlivinggenerationintheUnitedStates.1A2017reportestimatesthatby2025,Millennialswilldominatetheworkforce.2

Thisshiftisaffectingtheteachingprofession,andforAlabamatocontinuallycompeteonaglobalscale,theteachingworkforcewillneedtobesustained.Theteachingprofessionisthestartingpointofallotherprofessions,andinvestinginitsvitalityisessentialtosecuringeverysectorofoureconomy.

Alabama,alongwiththerestofthenation,issufferingtheconsequencesofateachershortageincriticalareas:STEM,foreignlanguage,specialeducation,andruralareas.Researchersnotemorethanhalfofteachersvoluntarilyleavetheprofession,leadingtoamajorlossoftaxpayerdollars-amountingtoabout$20,000perteacher(inlargeurbandistricts),withanationalpricetagofabout$8.5billiondollarsperyear.3Additionally,inattemptstorecruitandretainMillennials,a2015studyfoundthat53percentofhiringmanagersfinditdifficulttorecruitandretainMillennials,andone-thirdofcompanieslosttheirMillennialemployeesin2015.4

1http://www.pewresearch.org/fact-tank/2016/04/25/millennials-overtake-baby-boomers/2iCMSreport(2017)-Arecruiter’sguidetoattract2iCMSreport(2017)-Arecruiter’sguidetoattractandretainmillennials3PhiDeltaKappan(May2017)Teachershortages:why,where,whattodo.Articleonp.19“Stickyschools:Howtofindandkeepteachersintheclassroom”.4iCMSreport(2017)-Arecruiter’sguidetoattractandretainmillennials

AstudyconductedbytheCenterforTalentInnovationfoundthat85percentofMillennialsbelieveitisimportantfortheirworktobecommunitydriven,5however,nationwide,studentsarenotheavilyattractedtothefieldofeducation.ItissafetosaythatforthestateofAlabama,itbehoovestheStateDepartmentofEducationandschooldistrictstoinvestineffectivestrategiesforrecruitingandretainingMillennialteacherswhilealsoprovidingresourcesandsupportfortheimplementationeffortsnecessarytokeepMillennialsintheprofession.

ThisbriefaddresseshowAlabamaschooldistrictsandtheStateDepartmentofEducationcanrecruitandretainthebest,brightest,andhighlyqualifiedMillennialteachingforcethatwillmakeupournextgenerationofteachers—theteachersthatwillsustainourteachingforceforthenext30to50years.ThisreportfocusesontheMillennialgenerationandeffortstorecruitandretainthem,whilealsoacknowledgingthecurrentveteranworkforcethatisvitaltosuccessfulimplementation.

5https://www.tasb.org/Services/HR-Services/Hrexchange/2016/September-2016,-Vol-1/b-millennial-teachers.aspx

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9836 9325 7325 6570 5818 5131 5143

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

SOURCE:U.S.DEPTOFEDUCATION,HIGHEREDUCATIONACLATEREPORTCARDSYSTEMCARDSYSTEM

FIGURE1:TOTALENROLLMENTINSTATEOFALABAMATEACHEREDUCATIONPROGRAMS

Recruitment

“FindingwaystobetterattractandretainMillennialsiscrucialfororganizational

success”

-iCMS,ARecruiter’sGuidetoAttract&RetainMillennials,2017

Nationwide,ourgreatestteachershortagesareinscience,technology,engineeringandmathematics(alsoknownasSTEM)education.ThisisalsotrueintheAlabamateachingforce.However,asreportedbytheU.S.DepartmentofEducationforthe2017-2018schoolterm,Alabamaschoolsareexperiencingshortagesinmostcoreacademicareas,specificallyinsecondaryeducation.6ThefocusonSTEMisgenerallyattributabletotheincreaseoftechnologyintheworkplace,presumingtheneedformorepeopleintheworkforcewhocanmastertheskillsneededforeconomicdevelopmentinthestate.

Inadditiontothisscarcityofteachers,researcherspurportAlabamaislosingpotentialSTEMeducatorstocompetitorssuchastechnology,engineeringand

6U.S.DepartmentofEducation,OfficeofPostsecondaryEducation(May2017).Teachershortageareasnationwide,1990-1991to2017-2018.

manufacturingfirms,andotherbusinessesthatofferbettersalariesandbenefits.

CompaniesacrossthenationarecapitalizingonavailableMillennialtalentandarepreparing,throughconcertedefforts,totailortheirrecruitmentstrategiestowardsthegeneration.NotonlyarethesecompaniesactivelyseekingMillennialemployees,Millennialsarealsoshowinganinterest.A2014studyreleasedbyLinkedIn7foundthemostin-demandjobsforcollegegraduateswerelocatedatGoogle,Apple,Microsoft,Proctor&Gamble,andUnilever—andthesecompaniesgobeyondmonetarycompensationtorecruittopMillennials.

Alongwithteachershortages,teacherpreparationprogramshavealsoexperiencedadeclineinenrollment.RecentdatafromtheU.S.DepartmentofEducationshowsasteepnationaldeclineinenrollmentsince2008.InAlabama,sincetherecession,enrollmentinteachereducationprogramshassteadilydeclinedby48percentfromthe2008-2009to2014-2015academicschoolyear.

7https://business.linkedin.com/talent-solutions/blog/2014/05/the-state-of-student-recruiting-2014-infographic

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Ina2016article,itwasreportedthatoverthethreeprioryears,theUniversityofAlabamaCollegeofEducationreportedadecreaseofmorethan10percentinenrollment.8Thisdecreasewasattributedtothecontinuousinconsistenciesintheteachingprofession,leadingtodecreasedjobsecuritybecauseof“budgetconstraints,fewraises,andincreasesinbenefitcosts”ofbecomingateacherinrelationtoanyotherprofession.9However,inthesametimeframe,theUniversityofNorthAlabamaexperienceda12percentincreaseingraduateteacherpreparationprogramsduetotheirimplementationofincentivesforparticipatingteachersandtheirpartnershipswithlocalschoolsystems.10Incentivizingteachersandpartnershipswithlocalschoolsystemsareafewwaystorecruitandretaineducators.InAlabama,lawmakersshouldconsidertheUNAprogramforfurtherreviewandmodificationforpotentialreplicationacrossthestate.

The need for schools to compete for talentIn2016,theCenterforAmericanProgress(CAP)surveyedasampleof108nationallyrepresentativeschooldistrictsaskingthemabouthowtheyrecruit,hire,support,develop,andincentivizetheirteachers.Thissurveywasthefirstnationalattempttoassessschooldistricts’humancapitalsystems8http://www.timesdaily.com/news/education/teacher-shortage-not-so-much-in-northwest-alabama/article_0e4c8ccb-fc3d-5936-a110-a63a2af51172.html9http://www.timesdaily.com/news/education/teacher-shortage-not-so-much-in-northwest-alabama/article_0e4c8ccb-fc3d-5936-a110-a63a2af51172.html10http://www.timesdaily.com/news/education/teacher-shortage-not-so-much-in-northwest-alabama/article_0e4c8ccb-fc3d-5936-a110-a63a2af51172.html

andcomparethemwiththebestpracticesofothersectors.CAPfoundthatmanyschoolsystemsarenotkeepingpace(norcompeting)withthepracticesemployedbyothersectors.Itsreport11notesthefollowingchallengesofschooldistricts:

11Konoske,Graf,A.,Partelow,L.,andBenner,M.(December22,2016).“Toattractgreatteachers,schooldistrictsmustimprovetheirhumancapitalsystems”.CenterforAmericanProgress.Retrievedfromhttps://www.americanprogress.org/issues/education/reports/2016/12/22/295574/to-attract-great-teachers-school-districts-must-improve-their-human-capital-systems/

IdentifiedTeacherRecruitmentChallenges

1. Schooldistricts’recruitmentstrategiesarehyperlocal,untargeted,ornonexistent.

2. Schooldistricts’applicationandselectionprocessesoftenemphasizestaticapplicationmaterials—suchaswrittenapplications,resumes,andproofofcertifications—overperformance-basedmeasures.

3. Schooldistrictsdonotprovidenewteacherswithsubstantivementoringoronboardingopportunitiestobuildnewskillscriticaltotheirroles.

4. Schooldistrictsdonotprovideteacherswith opportunitiesforprofessionaldevelopmentoraccesstoprofessionallearningsystemsthatsupportteachers’continuousgrowth.

5. Schooldistrictsdonotcompensateteacherssimilarlytocollege-educatedprofessionalsinotherfieldsorprovideteacherswiththeresourcestheyneedtodotheirjobswell.

6. Schooldistrictsdonotstrategicallyrecruitdiversecandidatesorcreateinclusive,supportiveenvironmentstoretainthem.

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Afteridentifyingthecorechallenges,CAPmadespecificrecommendations.12Theauthorsnotethat“schooldistrictsacrossthecountrymustcompetewiththecompaniesthathavemoresophisticatedhumancapitalsystemsandoffermorecompetitivesalaries.Asaresult,schooldistrictsfaceobstaclestorecruitingandretainingexcellent,diversetalent.”CAPofferedtherecommendationslistedontherightsideofthispage.ThisresearchconductedbyCAP,alongwithnewinformationregardingMillennialsintheworkforce,furthermakesthecasefornewpracticesinrecruitmentandretentionacrossthenationandinAlabama.Asastate,Alabamashouldexplorewhatteachersandschooldistrictsneed,butalsofurtherexplorethesystematicandhumanresourcedepartmentcapacitiestorecruitandretaintalent.RevisinghumancapitalsystemstomeetthisgrowingneedwillprepareAlabamaschooldistricts’humanresourcedepartmentstocompete.Furthermore,ifAlabamaschooldistrictsacknowledgetheshortageofteachers,itisnecessarytoadoptsomeofthestrategiesandmodelsusedbycompetitorstoattractmoretalenttotheteachingprofession.Withoutadaptingrecruitingpracticestothisnewgeneration,Alabamawillcontinuetoexperienceshortagesforyearstocomeandwillalsolosethemosthighlyqualifiedteachingforcepossible.

12Konoske,Graf,A.,Partelow,L.,andBenner,M.(December22,2016).“Toattractgreatteachers,schooldistrictsmustimprovetheirhumancapitalsystems”.CenterforAmericanProgress.Retrievedfromhttps://www.americanprogress.org/issues/education/reports/2016/12/22/295574/to-attract-great-teachers-school-districts-must-improve-their-human-capital-systems/

RecommendationsforAddressingTeacherRecruitmentChallenges

1. Schooldistrictsshoulddevotemoretimeandresourcestointentionalrecruitment.

2. Schooldistrictsshouldincludeperformancemeasuresintheirapplicationandselectionprocesses.

3. Schooldistrictsshouldprovidenewteacherswithopportunitiestobuildtheirskillsandgraduallyassumeincreasedresponsibility.

4. Schooldistrictsshouldofferteachersopportunitiesandtimetogrow,aswellasimplementprofessionallearningsystemsthatsupportteachers’continuousgrowth.

5. Schooldistrictsshouldensurethatteachers’compensationissimilartothatofotherprofessionsrequiringthesamelevelofeducationandprovideteacherswithnecessaryteachingresources.

6. Schooldistrictsshouldprioritizeteacherdiversityanddevelopstrategiestoattractandretainteachersofcolor.

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Recruiting methods of top companies

ThesuccessoftopcompaniesinrecruitingtopMillennialcandidatesextendsbeyondtheirprestigeandbrand.ThesecompaniesprovidesomeofthecoreincentivesandatmospheresthatareconducivetowhatMillennialemployeesdesire.

GoogleisoneofmanyexamplesofcompaniesthateffectivelyrecruitandretainMillennialemployees—someofwhomarebrilliantandwouldaddtotheteachingworkforceacrossthenation.Regardless,ifschools’competitionisGoogle,Hyundai,Honda,Toyota,Kia(andothermajorcompaniesinornearAlabama),thereisanincreasedneedforinnovationwhenrecruitingteachingtalent.

Afteranalyzingtheinteractionsofover39millionstudentsandemployersonLinkedIn,andinterviewingover6,000students,researchersfoundthatstudentswereinterestedinjobsthatprovidedagoodwork/lifebalance,compensation,benefitsandastrongcareerpath.

Inaddition,BusinessInsidernotesthatthesecompaniesalsohavethefollowingincommon:theycreatefunandinspiringenvironmentsthatareengaging;thinkdifferentlyaboutcompensation(suchasprovidingmoreflexibleschedules);“catertoentrepreneurialchange,”allowingemployeestobeactiveparticipantsinchangeeffortsandlistentothem;andusesocialmediaasanoutlettofurtherrecruit.

Google,whichisratedasoneofthebestplacestoworkforMillennials,usesinternalandexternalrecruitmenttohiretoptalent.Thecompanyalsoreliesheavilyonrecruitingagreathumanresourcesdepartmentto

sustainitsoperation.13Internally,Googleutilizesitshumancapitalcomprisingbothdirectandindirectmethodstorecruittalent.Thisisaccomplishedthroughdirectlycontactingpotentialfutureinternsandemployeesthroughacademicinstitutions,andindirectlycontactingthemviawebsiteadvertisements.

Furthermore,Googleretainshigh-qualityemployeessimilartoothermajorcorporationsthroughcompetitiveandabove-averagecompensationpackages,freemeals,incentives,andbenefits.Additionally,employeesengageinafunandexcitingenvironmentandareprovidedongoingcoachingandmentoringwiththeintentofdevelopingemployeeswithdemonstratedleadershipskills.Thecoachingandmentoringcomponentprovidesthepotentialforupwardmobilityandpay,whichislinkedtoincreasedjobsatisfactionforMillennialemployees.

Tennessee campaign for recruiting Millennial teachers

TennesseeisanexampleofastateacknowledgingMillennialsasthefutureoftheirteacherworkforce.InMay2017,aTennessee-basedorganization,theStateCollaborativeonReformingEducation(SCORE),releasedastatewidecampaigntorecruitMillennials,called“TeachToday.ChangeTomorrow”.SimilartoAlabama,Tennesseeisexperiencingteachershortagesinhigh-needsruralandurbandistricts,particularlyinSTEMinstruction.

13PanmoreInstitute-Google’sHRM:Recruitment,Selection,Retention(January28,2017)byJessicaLombardo

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Forthiscampaign,SCOREcreatedawebsitethatservesasacentralhubforprospectiveteachersinTennessee.Thecampaignsitedisplaysayouthfulfeel,isaestheticallypleasing,andiseasytonavigate.Accompanyingthewebsite,SCOREreachesalargerdemographicthroughitssocialmediapresenceonFacebook,Twitter,andInstagram(whichareheavilytraffickedbyMillennials).Ina2015TalentTrendsreport,62percentofMillennialsstatedtheyvisitedacompanywebsite(suchasthecampaign)tolearnmoreaboutajob.14Thus,makingsureinformationisaccessibleandclearisnecessary.

UNC Educator Quality Dashboard

AlsoservingasacentralhubofinformationforpotentialandcurrentNorthCarolinaeducators,TheUNCEducatorQualityDashboardeloquentlydescribesitspurposeasthefollowing:

“TheUNCEducatorQualityDashboardservesasaninteractiveon-linetoolfor

viewingandanalyzingdatareflectingourprogresstowardsthegoalofaugmentingthe

quantityandqualityofpublicschooleducatorsservingourstate’sstudents.Thedashboardallowsforincreasedtransparency

andeaseindataaccessforeducationstakeholders,includingeducators,

administrators,policymakers,parents,andstudents.Thekeyoutcomeandperformanceindicatorsreflectedinthedashboardareorganizedintothefollowingcategories:RecruitmentandSelection,Educator

14iCMS,ARecruiter’sGuidetoAttract&RetainMillennials,2017

Preparation,PerformanceandEmployment,andUniversity-SchoolPartnerships.”15

Afterfiveyearsofexperiencinga27percentstatewidedeclineinteacherpreparationprograms,UNCreleasedthisinteractivetoolin2015.Thetoolprovidesaleveloftransparencyandclaritysurroundingtheteachingprofession,includingrecruitmentprocedures,requirementstobecomeaneducatorinNorthCarolina,andaccesstoprofessionalpathwaysinthestate.Theaccessibilityofthistoolgivescurrentandpotentialeducatorstheroadmapfortheirsuccessandprospectsforupwardmobilityintheprofession.Additionally,providingthistoolinaninteractiveformatfurtherappealstoMillennials,throughitsuser-friendlyappearance.

Movingforward,providingtimelinesandclarityaroundprofessionaloptionsmayalsoleadtohigherretentionratesbecausecurrentandpotentialteachersareequippedtostrategizeandmakethebestdecisionsfortheircareersfromreadilyavailableinformation.Providingcentralhubsoforganizedinformationalsoalleviatestheinconveniencesofgoingthroughmultiplechannelstolocateinformationsurroundingteacherprepprograms,certificationrequirements,etc.Fortunately,thistoolisnotonlyusedforeducators,butalsoforanyonewhoisinterestedand/orinvolvedineducationinNorthCarolina,thusservingasasourceofdataandclarityforstakeholdersineducationalreform.

15http://eqdashboard.northcarolina.edu/

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UABTeach and alternative certification routes for teachers

UABTeach,attheUniversityofAlabama—Birminghamisanexampleofaprogramprovidingincentivestostudentspursuingacareerineducation.IntheUABTeachprogram,selectSTEMstudentsreceiveteachingexperienceandtrainingwithoutadditionalcosttotheireducation.TheprogramismodeledafterthenationallyrenownedUTeachprogramattheUniversityofTexasatAustin(developedin1997andnownationallyreplicatedby40universities).Engagementwithlocalschooldistrictsisnotedasastapleoftheprogram’smodel,whereprospectiveteachersareprovidedmentoringfromcurrenteducators.

StudentsinvolvedinUABTeach(whoapplyduringtheirsophomoreorjunioryear)receivethefollowingresourceswhileintheprogram:

1. Academicsupportincludinganacademiccoach

2. Apartofacohortofsupport3. Inductionsupport,including

mentorshipwithaMasterteacherforthefirstfewyearsofthestudent’steachingcareer

4. Accesstointernshipopportunities5. Financialsupport,throughspecial

UABTeachscholarshipsthatassistwithatmost25-50%offunding.16

6. Multiplecareerpaths

Asaresultofincentiveslikethis,UTeachreports88percentofitsgraduatesentertheteachingprofession,and80percentremainin

16Thisdoesnotincludetheadditionalfederalfunds,grants,andscholarshipsastudentreceivesoutsideoftheprogram.

theprofessionbeyond5years.17UABTeachwilllikelyseesimilarresultsonceitestablishesatrackrecordofalumni.ThismodelforteacherrecruitmentandretentionshouldbeastapleinAlabamaforrecruitingtopSTEMtalentbecausegraduateshavetheadditionalincentiveofreceivingateachercertificationinadditiontotheirSTEMdegree.ThisflexibilityprovidesmultiplecareeroptionsforaMillennial,anddutifullyservesschooldistrictswhoneedhighly-trainedteacherswhobothunderstandcontentandeffectivepedagogy.Withitseffectivenessinrecruitingandretainingtoptalent,hopefullymoreschoolsofeducationinAlabamawilladoptasimilarmodeltorecruit,trainandretainMillennialteachersinhighneedareas.

AlternativecertificationprogramssuchasTeachForAmerica(TFA)alsoprovidesimilarincentivesasUABTeach.TeachForAmerica-Alabamaprovidesongoingsupportsandonboardingforparticipatingteachers.SimilartoUABTeach,TFAseeksqualitytalenttoteachinhighneedsareas,butinexchangeforatwo-yearcommitment.TodateTFA-Alabamaisworkingtoengageitscorpsmembersinconversationsaboutremainingintheclassroomand/orfieldofeducationbeyondtwoyears.Ifeffectiveinthisapproach,TFA-Alabamacouldalsohelpclosetheshortageofteachersfornotonlytwoyears,butforageneration.

Inrecruitment,asanorganization,TFAisdesirabletoMillennialsduetoitsprofessionalappeal,wherecorpsmembersarecomingintoacommunityofdrivenprofessionals.Corpsmembersalsoreceiveongoingleadershipdevelopmentandtraining,annualstipendsofabout$5,000todevotetowardsloansand/orothereducationalexpenses,loanforbearance,andaccruedinterestfees

17https://www.uab.edu/uabteach/about

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paidattheendofthetwo-yearcommitment.Inaddition,corpsmembersareontracktobecomecertifiedteachers.Althoughmanycorpsmembersgoontobecomeleadersinotherfieldsthanthefieldofeducation,theyalsohaveseveralin-houseoptionstocontinuetheirinvolvementwithTFAthroughassistingwiththerecruitmentofmoreteachers,becomingapartofregionalstaff,and/orreceivingassistancethroughtheLeadershipforEducationalEquity(LEE)toengageinpolicyfellowshipsorreceiveongoingsupporttorunforelectedoffice.

Teacher fellows programs

Nationwide,teacherfellowsprogramsarealsoappealingtotheMillennialcohort.Statesanddistrictsdevelopteacherresidencyprogramstoimproveteacherpreparationandtorecruittalentedindividualstothefield.Teacherfellowsandresidencyprogramsarecommonlyusedinthefollowingsouthernstates:NorthCarolina,SouthCarolina,Tennessee,andGeorgia.Theseprogramsnotonlyenhancetheprofessionalismofthefield,butalsoprovidesupportsthatareessentialtotheonboardingandretentionofteachers.

Inaddressingteachershortages,theLearningPolicyInstituteproposesthat“districtscoulddevelopteacherresidenciesbyinvestingaportionoffundstheyreceiveunderTitleIIoftheEveryStudentSucceedsAct(ESSA),aswellasaccessingfundsundertheHigherEducationAct(HEA)TitleIIandAmeriCorps.”18Throughthesecollaborationsandreallocationoffunds,districtsmayalsoestablishandcontinueevenstronger

18LearningPolicyInstitute(November2016).AddressingtheTeacherShortage:WhatDistrictsCanDo.

partnershipswithalternativecertificationprogramslikeTeachForAmericatorecruithighlyqualifiedapplicantswhohavehighpotentialforremainingintheclassroomasacareerteacher.Todate,inthestateofAlabama,therearenoteachingfellowsprograms,meaningthereisafutureopportunityfordialogueaboutimplementingtheseprogramstosustaintheteachingforce,andtodrawintheMillennialcohort.

University of West Alabama and federal funding

In2016,theUniversityofWestAlabama(UWA)wasoneoffourrecipientsoftheU.S.DepartmentofEducation’sTeacherQualityPartnership(TQP)program.UWA’scollegeofeducationreceiveditsfirstinstallmentof$1.2millionduringthefirstyearandwillreceivetheremainderoverthefive-yeargrantperiod.ThefundingisgoingtowardstheRethinkingRuralEducationProgramsInitiative(REP)toassistintherecruitment,training,andsupportofteachersworkinginruralcommunities.Throughthisprogram,ruralteachersreceive19:

1. TrainingwithUWAfaculty,providinguniversity-schoolcollaboration

2. Comprehensivereformofteacherrecruitmentmethods

3. Clinicalexperiencetoprepareforeffectivenessintheclassroom

4. Usageofdata-drivenmethodstoestablishtargetedprofessionaldevelopment

19http://www.uwa.edu/News,_Events,__amp;_Media/News_Archive/2016-10-05_UWA_College_of_Ed_receives_$3_million_USDE_grant.aspx

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Inadditiontofederalfunding,federalTEACHGrantsalsoprovideanadditionalincentive.ThroughtheTEACHGrants,studentsreceiveayearlystipendofupto$4,000,inexchangeforcommittingtoteachinahigh-needsschooloreducationalserviceagencyforfouryearsaftergraduatingfromtheirteacherpreparationprogram.20Duetothenatureoffederalfunding,AlabamamayalsoestablishasustainabilitymethodtoensurethatsimilarincentivesliketheTEACHGrantwillbeavailableinthefutureforprospectiveteachercandidates.21ItisessentialthatAlabamacontinuestooffersimilarincentivesforstudentstoprovidemoremomentumtowardstheprofession,andsupportforstudentswhomaynototherwiseconsiderteachinginhigh-needschools.

20https://studentaid.ed.gov/sa/sites/default/files/teach-grant.pdf21TheTEACHGrantisapartoftheBudgetControlActof2011(alsoknownasthesequesterlaw)thatisanautomaticbudgetcut.Forexample,studentsreceivingtheirgrantawardbeforeOctober1,2017wouldreceivea6.9percentdecreaseintheirawardwithamaximumawardof$3,724;andstudentsreceivingtheirawardbetweenOctober1,2017,andOctober1,2018willreceivea6.6percentreduction,withatotalawardof$3,736[https://studentaid.ed.gov/sa/types/grants-scholarships/teach#sequestration].

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Retention

AlongwithrecruitingMillennialstotheteachingprofessioninAlabama,ensuringthattalentisretainedisasignificantissue.Whilerecruitmentisessentialtoourstate’seconomicvitality,recruitmentalonedoesnotaddress“longstandingretentionissues,andasaresult,contributetoa‘revolvingdoorofin-and-outrecruits’”22withoutintentionalandongoingeffortstoretainemployees.ModelsandprogramsundertakenbycorporationslikeGoogleandnon-profitorganizationslikeSCORE,throughtheir“TeachToday.ChangeTomorrowCampaign”,theUNCEducatorQualityDashboard,andUABTeach,providingincentivestojointheprofession,bothdirectlyrecruitteachersandserveasindirectmechanismsofretention.Thestrategiesusedbythesecorporations,organizations,andschoolsofeducationindirectlysetthegroundworkforasustainableteachingforcebyusheringpotentialeducatorsintoasystemofsupportandtransparency.Tofurtherthischarge,thereareafewthingsorganizationscanimplementtoassistinkeepingMillennialteachersintheprofession.

SomenecessitiesforaMillennial,asheorshepursuesaprofession,are1)compensationpackages/perks,2)ongoingprofessionaldevelopment,3)opportunitiesforadvancement,and4)acultureandclimateoftheworkplace.

Regardingcompensationpackagesandperks,itisnosecretthatteachersareamongstthelowestpaidcomparedtootherprofessionsrequiringsimilareducationlevels.Whilemanyteachersfindtheirworkrewarding,they22Aragon,Stephanie(May2016).TeacherShortages:WhatWeKnow.EducationCommissionoftheStates.

wouldlovetobecompensatedbeyondtheirsalariesandgeneralretirement.TeachersfromacrossAlabamarepresentingdistrictssuchasHuntsville,Selma,Birmingham,Greensboro,andPerryCounty,gaveinsightonwhattheyseeasefficientcompensation.Somesuggestionslistedwere:

• Freelunchandcoffee• Increasedclassroommaterialfunding• Extendedplanningperiods• Reductioninpaperworknotaligned

withinstructionalpurposes• Moreadministrativesupportin

disciplinaryissues• Specificnewteacheronboarding,with

consistentprofessionaldevelopmentforthenewcohort

• Housingoptionsandrelocationfees• Compensationforteachertravel23

SeveralofthesesuggestionsarecloselyalignedwithperksusedtoretainMillennialsinmajorcompanieslikePwCandDeloitte,andinSiliconValley.Theserequestsalignwithageneraldevelopmentofa“cultureofcare.”

IndescribingtheculturethatappealstoMillennials,arecentFortunearticle24notedSiliconValleyisappreciatedforproviding“naprooms,freefood,andpet-friendlypolicies.”AmemberofPwCinformsthatMillennialsareobsessedwithhowthingsfeelintheworkplaceanddrivenbyhowwelltheirteamsworktogether-especiallyasaresultof

23ThesesuggestionsarederivedfromongoingdialogueswithAlabamaMillennialteachers,andthislistisnotexhaustive.24http://fortune.com/2016/03/04/attracting-millennial-talent/

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theculturethatisenhancedbythegeneralperksofthejob.WhilenotallofthesemaybetherightfitforschoolsinAlabama,itisnecessarytotakeinventoryofthesespecialneedsofteachersanddevelopacultureofcaretoretainmillennialemployees.Thiscultureofcareisnotnecessarilyextensivenorexpensive,butdemonstratesthatschoolleadersanddistrictscareabouteventheseeminglysmallneedsoftheirteachers.

Inlinewithenhancingthecultureoftheteacherworkforce,improvementofteachers’workingconditionswasamongthestrategiesproposedforkeepingteachersintheclassroomina2017article.25Itwasfurthernotedthatteachereffectivenessandretentionratesarehigheratschoolswithpositiveworkingconditions,including“sufficientinstructionalmaterialsandsupplies,safeandcleanfacilities,reasonablestudent-to-teacherratios,andadequatesupportpersonnel,”leadingtohigherstudentachievement.

TheissueofschoolculturewasalsoaddressedbyTheNewTeacherProject(TNTP),whichconductedastudyfindingthat“poorschoolculturesandworkingconditionsdriveawaygreatteachers,”andschoolswithhigherretentionrateshaveschoolleaderswhohaveavestedinterestincreatingschoolculturesbasedonrespect,trust,andcollaboration.26WhilethisisnotspecifictoMillennials,itissignificantbecausetheseareworkforcecharacteristicsthiscohortvalues.IfAlabamaseekstoretainthissubgroup,itisessentialtobeginadaptingenvironmentsthat

25“Stickyschools:Howtofindandkeepteachersintheclassroom”(May2017)AnnePodolsky,TaraKini,JosephBishop,andLindaDarling-Hammond.Page19ofPhiDeltaKappan.26TheNewTeacherProject.TheIrreplaceables:UnderstandingtherealretentioncrisesinAmerica’surbanschools.

arenotonlyconducivetostudents,butalsotheteacherswhoteachthem.

Additionally,Millennialsseekongoingandmeaningfulprofessionaldevelopment.InAlabama,TFAengagesinongoingprofessionaldevelopmentwithitscorpsmembersthroughbi-monthlysummitsthatallowteacherstoreflectontheirpracticeandlearnnewstrategiestoenhanceit.SimilarandfrequentprofessionaldevelopmentshouldalsobeprovidedtoteachersinschoolsacrossAlabama.Implementationeffortsmaybeachievedthroughschool-universitypartnershipswithschoolsofeducationorthroughorganizationssuchastheAlabamaBestPracticesCenter,whichprovidesprofessionaldevelopmentforpartnerdistricts.Inadditiontoefficientprofessionaldevelopment,Millennialsalsodesireongoingandconsistentfeedback.Inarecentstudy,80percentofMillennialsdesiredfeedbackinrealtime.27Forexample,whenateacherisobserved,itisbeneficialforthemtoreceiveimmediateand/ortimelyfeedbacktobeginmakingimprovementsassoonaspossible.ThisisimportantbecauseMillennialshighlyvaluefeedback,with60percentconsideringtheseincrementalopportunitiestogrowintheprofessionasoneofthemostattractiveperksoftheirjobs.28Furthermore,Millennialsseekupwardmobilityandopportunitiesforadvancement.TheProfessionalPathwaysmodelisoneexampleofanopportunityforteacherstoadvanceinAlabamaandmayalsoleadtohigherretentionratesamongMillennials.

27iCMS,ARecruiter’sGuidetoAttract&RetainMillennials,201728iCMS,ARecruiter’sGuidetoAttract&RetainMillennials,2017

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Professional Pathways

“Wehavelessthanadecadetoreplacethestand-and-deliverteachingmodelwithmorerewardingprofessionalcareerpathways,byorchestratinganewworkforceofeducatorswhoworktogethertofacilitatelearningasapprentices,professionalteachers,coaches,

mentors,learningteamleaders”

-TomCarroll,Ph.D.PresidentNationalCommissiononTeachingandAmerica’sFuture,fromtheForewordofInnovationsinTeaching:CreatingProfessionalPathwaysforAlabama

Teachers

TheconceptofprofessionalpathwaysisnotnewtoAlabama.Thewordsabovewerewrittenin2008,butAlabamadidnotheedtheirwarning.Today,wemustbeintentionalwithimplementingnewpoliciesifwearetosustainandretainteachers.

Millennialspreferworkingenvironmentsthatencourageand/orprovideupwardmobilityasaresultofhardworkanddedication.ProfessionalPathwaysprovidesthisverysystemofadvancement.Alabamahasnotadoptedthispractice,however.

In2008,TheGovernor’sCommissiononQualityTeachinginAlabamaproposedProfessionalPathwaysasa“systemdesignedtoretainandrecognizehighlyeffectiveteachers,attractandexcitenewteachers,andenhanceteachingqualityineveryclassroomacrossthestate.”Mostsignificantly,thesystemprovidesopportunitiesforteacherstobecomeleadersintheirfieldwhileremainingintheclassroom.Assuch,highlyqualifiedteachersarenotlosttoadministrativepositionswhentheirtalentsareneededin

theclassroom.Whilemanyteacherswillstillpursueadministrationorpolicypositions,ProfessionalPathwaysensureshighly-qualifiedteachershaveflexibilityintheircurrentrole.ProfessionalPathwayswasalsocreatedtoprovideappealingoptionstobothcurrentteachersandupcominggenerationswhodisplayinterestintheprofession.

TheProfessionalPathwayssystemproposedbythecommissionincludesfivecareerpathwaysforteachers:

1. ApprenticeTeacher–aprospectiveteacherorinternwithclassroomduties.

2. ClassroomTeacher–afull-timeclassroomteacherworkinginthecontextofateam.

3. ProfessionalTeacher–afull-timeclassroomteacherwhoassumesteamand/orschool-wideprofessionalinstructionalduties(mentor,teamleader,departmentchair,etc.).

4. MasterTeacher–aprofessionalteacherwhohassometimeallocatedtoworkwithotherteachersortoteachalargernumberofstudents.

5. LearningDesigner-aprofessionalteacherwhohastimeallocatedtoworkinschoolorsystem-leveldesigntasks(curriculumdevelopment,dataanalysis,schoolimprovement,technologyintegration,etc.)

Themodelonpage15displaystherequirementsforpursuingeachpathway,asdesignatedbythecommission.

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TheProfessionalPathwayssystemwasproposedbytheGovernor’sCommissiononQualityTeachingin2008,andin2009apilotforthesystemwasproposedinselectschoolsystems.However,withtheonsetoftheeconomicrecession,thepilotwasnotfunded.29

Althoughthissystemwentunfunded,theideaofProfessionalPathwaysisstillaliveinAlabamaandwarrantsaresponse.InJuly2017,theAlabamaStateDepartmentofEducationheldaMEGAConferenceinMobile,AL,whereaprofessionalpathwayssessionwasfacilitatedbyA+EducationPartnershipandtheDavidMathewsCenterforCivicLife.Teachersconvened,providinginputonthepreviouslydescribedmodel,makingrecommendationstobesharedwithpolicymakers.Amongthethoughtsgeneratedweresuggestionsthatledtoanewpotentialthree-tieredstructureoftheprofessionalpathwaysmodel:

29TeachersMatter:RethinkingHowPublicEducationRecruits,Rewards,andRetainsGreatEducators(August15,2015)bytheBusinessEducationAllianceandthePublicAffairsResearchCouncilofAlabama.

1. Novice/ApprenticeTeacher–Thispositionwouldberedefinedassomeoneactivelyinacertificationprocess.

2. ResidentTeacher–Practitioners(within1-7yearsofteaching)whoarestillperfectingtheircontentandpedagogy.

3. ClassroomTeachers–Alsopractitionersandleadersinmentoring,observing,andfacilitatingprofessionaldevelopmentforresidentandapprenticeteachers.Thisgroupwillalsocontinueactivelearningintheprofession.Attheheartofthisnewmodelistheclassroomteacher,withflexibilitytomovefromclassroomteachertootherpositionssporadicallythroughouttheircareers.Forexample,aclassroomteachermaydecidetobranchoutandbecomealearningdesignerormasterteacher.Heorshewillalwayshavetheoptionofreturningtoand/orremainingintheclassroom.

PrimarilyIn-Classroom PrimarilyOutofClassroom

ClassroomTeacher

LearningDesigner

TeacherLeader

MasterTeacher

TeacherinResidence

ResidentTeacher

Novice/ApprenticeTeacher

RevisedProfessionalPathwayModel

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InAlabama,formereducatorsareactivelyengagedintheStateDepartmentofEducation,localdistrictoffices,andcommunityorganizations.Increatingaprofessionalpathwayssystem,however,AlabamashouldalsoensurethemessageissenttoMillennialsthattherearemultiplepathwaysinsideandoutsideoftheclassroom.TheStateDepartmentofEducationanddistrictofficesshouldadditionallyreviewstrategiestoimprovethepipelineofteacherswhotransitionintopolicyand/orstate-levelrolesandprovidethenecessarysupportstoassistintrainingtheeducationsystem’snextleaders,soastoaidincontinualgrowthofAlabama’seducationalsystem.

Promotingandencouragingadditionalsupportsandvestedinterestinseeingteacherssucceedatthislevelwouldserveasanotherincentiveforteacherstoremainintheclassroomastheylearnmoreaboutthefieldofeducationandbuildvitalnetworks.TheeffectivenessofsuchamodelispracticedbyTeachForAmerica,whichmaintainsacloserelationshipwiththe

LeadershipforEducationalEquity(LEE).LEEprovidessummerfellowships,trainings,resources,andsupportforteacherswhoareinterestedinpursuingpolicyroles.LEEacknowledgesthatalthoughmostparticipatingteachersplantoreturntotheclassroom,theprofessionaldevelopmentprovidedthroughtheorganizationispreparingteachersforfuturerolesinpolicyandadvocacy,rolesthatarealsoessentialtothefutureofeducation.

Conclusion

Withoutafocusonstrategicandcomprehensivewaysofretainingandrecruitingournation’sbrightesttobecomeapartofAlabama’steachingworkforce,ourstateismissinganopportunity.ItisimportantforAlabama’sschooldistricts,theAlabamaStateDepartmentofEducation,andinstitutionsofhighereducationtobecomeproactiveparticipantsinthisissue.Alabamacannotwaittoseewhowillentertheprofession;itmustmarkettheprofessiontopotentialcandidates.

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Recommendations for Alabama policymakers and school leaders to improve teacher recruitment and retention

• Buildrelationshipsand/orpartnerwithtopemployersnationwideandinAlabama,includingGoogle,todevelopmodelsandassistanceinrecruitingthenation’sbrightestintoAlabama’sclassrooms.

• LaunchastatewideTeacherFellowsProgram.• LaunchastatewidecampaignforrecruitmentofMillennials.• Strivetoadoptculture,climate,andbenefitmodelsoftopemployersnationwidethat

alignwithMillennialslifestyles.• Developpartnershipsbetweenteacherpreparationprogramsandschooldistricts.• Createanincentivesystemforschoolsthatdoagreatjobofretainingteachersbasedon

acertainbenchmark(e.g.95percentannualretention).• Focusonveteranteachers’importanceinrecruitingthenextgenerationofAlabama

teachersbyengagingthemasmentorsfornewteachers,bothformallyandinformally.• Reviveofficialdiscussionsandstudyofastatewideprofessionalpathwayssystemand

provideaframeworkfordistrictsthatgivesthemflexibilitytoimplementandtailorthemodeltotheirpopulation.

• Developadatacollectionanddisseminationtoolwithafocusonteacherpipelinemetrics.

o ThisshouldbesimilartotheUNCEducatorQualityDashboard,whichprovidestheselectioncriteriaforallNorthCarolinateacherpreparationprograms,amongotherthings.Thisone-stopoptionforpotentialapplicantsprovidestheopportunityforcrosscomparisonofprograms.Additionally,theuniversity-schoolpartnershipstoolalsoprovidesapplicantsanopportunitytoseethefeederschoolsfortheuniversityoftheirchoice.

• Requireeachschoolsystemtocreateacomprehensiveteacherrecruitmentandretentionplan.

o Theseplansshouldincludestrategiesforattractingandretainingin-andout-of-statecandidates,specialeducationteachers,andSTEMteachers.RecruitmentplansshouldbesharedontheStateDepartmentwebsitetoserveasaresourcetoolsothatdistrictscancollaborateorsharetheirmethodsofrecruiting.