Turnover and Exit Survey Report

Transcription

1 Turnover and Exit Survey Report Human Resources Richardson Independent School District September 8,

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3 PURPOSE The RISD Department of Human Resources assesses employee attrition and the associated variables as part of our continuous improvement model, in accordance with DC (Local), and to develop a more comprehensive recruiting, hiring, and retention plan. The data gathered through this assessment assists the Board and Administration to develop and revise policies, practices and programs that may help increase retention. BACKGROUND/OVERVIEW The RISD Department of Human Resources considers various data sources to understand employee perceptions about their employment. The sources include the Notice of Resignation and the Exit Survey. This report will focus on the results of the Exit Survey. Notice of Resignation Every employee who separates from the District is required to provide Human Resources with a Notice of Resignation. The notice captures identifiable information, an employee s effective last work day, reasons that influenced their decision to leave, and the location where their service records should be transferred. Each year, the Human Resources Department evaluates the effectiveness of its practices and implements change where appropriate. The most significant change to the Notice of Resignation occurred in The previous document requested the reasons (plural) that influenced their decision to leave. An employee was provided the opportunity to identify as many reasons as possible. The new document requests that employees identify the most important reason (singular) that influenced their decion to leave. Reason codes also were adjusted to minimize ambiguity and/or overlap, enabling RISD to capture the primary reason that employees left. The Notice of Resignation is accompanied by an invitation to participate in the online Exit Survey which is implemented by K-12 Insight. The RISD Department of Human Resources annually calculates RISD turnover rates and analyzes employees reasons for separating from the District. In this analysis, turnover data reflect the number of paraprofessional, campus professional, and central professional staff members who left Richardson ISD during or following the school year. Historical turnover rates and the employee reasons for separation (as listed in the Notice of Resignation) are provided in Addendum A and Addendum B, respectively. 2

4 Exit Survey In , the RISD Department of Human Resources replaced the paper-based Exit Survey and implemented a district-powered online survey. The success of data collection requires exiting employees voluntary participation and the support of department/campus supervisors, the Department of Accountability and Continuous Improvement, and K12 Insight. The Online Exit Survey supports several HR objectives which are: 1. to communicate to employees that their feedback is valued 2. to ensure excellence in operations by improving overall efficiency in gathering and analyzing data related to exiting employees 3. to gather quantitative and qualitative data about employees experiences in RISD that may identify the reasons they leave 4. to identify and implement change at the campus and/or district level that could make RISD employment more desirable In the fall of 2014, the RISD Department of Human Resources implemented the following changes to the Exit Survey with provisions to: 1. operate the survey by an external contractor, K12 Insight, to increase confidence in the survey s integrity 2. capture whether exiting employees continued their career in the education field and where, if known, they intend to work and the single most important reason they left RISD 3. capture whether exiting employees left the education field and the single most important reason they left RISD 4. provide employees with an opportunity to identify and comment on any secondary reasons they left RISD 5. capture employee names to eliminate duplicate survey submissions. K12 Insight redacts any identifiable information from any report that is provided to RISD 6. adjust the reason codes to minimize ambiguity or overlap which allows RISD to capture the primary reason employees leave This report focuses on employee reasons for separation as reported in the Exit Survey because the survey questions provide a greater understanding for why employees leave and distinguish between employees who leave to seek employment in another school district versus employees who leave the field of education. Overall, stated reasons for separation vary little between the two sources, in part because of the high response rate for the Exit Survey. 3

5 Technical Notes In , 623 professionals and paraprofessionals left the district between August 1, 2013 and July 31, The information provided herein is a summary of the Exit Survey responses collected during that time period. The Exit Survey data does not necessarily mirror the Notice of Resignation data. 567 employees completed the survey for a response rate of 91%. The response rate was sufficiently high to provide confidence that the results accurately represent the opinions of the professionals and paraprofessionals who left RISD in Likert-type scales were used to respond to items in three categories, or dimensions. Attitude scale Very Positive, Positive, Neither Positive or Negative, Negative, and Very Negative Satisfaction scale Very Satisfied, Satisfied, Neither Satisfied or Dissatisfied, Dissatisfied, and Very Dissatisfied Each item included a Not Applicable option because all items were not relevant to all job positions. These responses were excluded from the analyses and from the accompanying summary charts. Respondents identified the single most important reason they left RISD. In previous years, respondents could identify any one or as many reasons that they believed were important in their decision to leave RISD. The number of exiting employees may not necessarily reflect the number of new hires for The percentages reported in the accompanying summary charts may not add to 100 due to rounding. 4

6 FINDINGS Attrition Rates A total of 639 Campus Professional, Central Professional, and Paraprofessional employees separated from the District between August 1, 2013 and August 20, % RISD Attrition Rates for % 14.9% 15.9% % Note₁: The total number Paraprofessionals (823), Campus Professionals (3,077), and Central Professionals (311) is 4,211. Note₂: Auxiliary positions are not included. 25% 2 15% 1 5% Paraprofessional (N = 123) Campus Professional (N = 489) Central Professional (N = 28) Teacher Attrition Rates By School Level for % % Elementary Junior High High School Note₁: The total number of teachers who separated from RISD was 410 (Elementary = 225, Junior High = 78, and High School = 107). This number does not include teacher support positions. Note₂: Data does not include campus support teachers (e.g. instructional specialists, collaborative learning leaders). Note₃: Christa McAuliffe is including in the Junior High Level. 5

7 Exit Survey The Exit Survey findings are discussed herein according to the questions that participants answered in the survey. Results from the Exit Survey report are provided, where available, for comparison purposes. Only the three highest ranking positive and negative response rates for each dimension or question were identified in this report. Very small percentages may represent responses that are situational and may not be appropriate for generalization. The data gathered from August 1, 2013 July 31, 2014, generally indicate the following: Survey Response Rate of the 623 professional and paraprofessional employees who exited between August 1, 2013 and July 31, 2014, completed the Exit Survey, resulting in a survey response rate of 91%, similar to last year. The response rates by group: o Elementary and secondary professionals 94% o Central professionals 91% o Paraprofessionals 79% of the 534 professional and paraprofessional employees who exited between August 1, 2012 and July 31, 2013, completed the Exit Survey, resulting in a survey response rate of 91%. The response rates by group: o Central professionals 10 o Elementary and secondary professionals 97% o Paraprofessionals 65% Demographics - Ethnicity, Race, Level, Years of Experience in RISD and Total Teaching Experience Largest Exiting Demographic Groups for Respondents Ethnic group: Not Hispanic or Latino 89% Racial group: White/Caucasian 81% Minority group: Black/African-American 14% Level: Elementary 46% Years of experience in RISD: 0-2 years 37% Total years of experience: 6-10 years 28% Ethnic group: Not Hispanic or Latino 85% Racial group: White 84% Minority group: Black/African American 8% Level: Elementary 56% Years of experience in RISD: 0-2 years 3 Total years of experience: 6-10 years 31% 6

8 Overall Dimension Scores* The following scores represent the percent of positive and very positive or satisfied and very satisfied responses within each dimension. Dimension I: Working Relationship 9 Dimension II: Facilities and Resources 85% * An analysis of General Satisfaction items from determined there was a lack of cohesion to warrant an overall dimension percentage The following scores represent the percent of positive and very positive or satisfied and very satisfied responses within each dimension. Dimension I: Working Relationships 91% Dimension II: Facilities and Resources 85% Dimension III: General Satisfaction 72% Dimension One Working Relationships: Please rate your working relationships with each of the following individuals and groups (dimension includes 8 categories of persons with whom employees interact): Positive/Very Positive Responses Office Personnel 96% Students 95% Colleagues 95% Negative/Very Negative Respones Principal 6% Assistant Principal 4% District Personnel 4% Positive/Very Positive Responses Students 96% Colleagues 96% Office Personnel 96% Negative/Very Negative Responses District Personnel 9% Principal 7% Assistant Principal 5% 7

9 Dimension Two Facilities and Resources: Please indicate your degree of satisfaction with each of the following facilities and resources [item listed 7 categories of facilities and resources]: Satisfied/Very Satisfied Responses Library Resources 91% Security Measures/Safety 88% Buildings 88% Dissatisfied/Very Dissatisfied Responses Textbooks 25% Technology Resources 17% Equipment/Supplies 17% Satisfied/Very Satisfied Responses Library Resources 92% Security Measures/Safety 89% Buildings 88% Dissatisfied/Very Dissatisfied Responses Textbooks 12% Technology Resources 8% Equipment/Supplies 7% General Satisfaction: I am satisfied with [item listed 15 choices of various elements of employment] Satisfied/Very Satisfied Responses Intellectual challenge of my job 84% Communication within the district 79% District professional development 77% Dissatisfied/Very Dissatisfied Responses My clerical load 21% The respect my work receives 2 School s response to student behavioral problems Satisfied/Very Satisfied Responses Communication within the district 84% Intellectual challenges of my job 84% District professional development 81% Dissatisfied/Very Dissatisfied Responses My clerical load 19% My extra duties 18% The respect my work receives 18% 8

10 General Question On Curriculum: Please indicate your opinion of the RISD curriculum: Not at all Restrictive or Appropriate Level of Restriction Not at all Restrictive or Appropriate Level of Restriction 85% General Question On Leaving: Was there anything RISD could have done to prevent you from leaving? Nothing RISD Could Do 69% Something RISD Could Do 31% ** This question was altered in from Was there anything RISD could have done to have kept you from leaving? Nothing RISD Could Do 76% Something RISD Could Do 24% Among Teachers Who Left For Another District Reasons for leaving: What is your MOST IMPORTANT reason for leaving RISD? Reasons for Leaving RISD Taking position closer to home 28% Career advancement 19% Unhappy with job 17% Moving (combined) 13% *Responses provided if the exiting employee indicated going to another school district. ** This question was altered in from Which of the following reasons were important in your decision to leave RISD? No comparative data is available. Among Teachers Who Left And Not Entering Another District Reasons for leaving: What is your MOST IMPORTANT reason for leaving RISD? Reasons for Leaving RISD Regular retirement w/trs 22% Staying home with child 1 Other 8% *Responses provided if the exiting employee indicated not going to another school district. ** This question was altered in from Which of the following reasons were important in your decision to leave RISD? No comparative data for is available. 9

11 STRENGTHS AND CHALLENGES Strengths 92% of respondents were satisfied with their library resources. 91% of employees who separated from the district participated in the survey. 9 of respondents had a positive working relationship (Dimension I). o 96% of respondents had positive working relationships with their office personnel. o 95% of respondents had positive working relationships with their students and colleagues. 88% of respondents were satisfied with their building and security/safety measures. 84% of respondents were satisfied with the intellectual challenges of their job. Challenges 37% (the largest group) of respondents report 0 to 2 years of experience in RISD. 31% of respondents stated there was something RISD could do to keep them. 25% of respondents were unsatisfied with textbooks. Over 2 of respondents were unsatisfied with their clerical load, the respect their work received, and their school s response to behavioral problems. 17% of respondents were unsatisfied with their technology resources and equipment/supplies. There was a small increase in the percentage of respondents who said the curriculum was restrictive (15% to 2). 10

12 RECOMMENDATIONS & Next Steps In response to data within this document, the Human Resources Department recommends: 1.) Establishing a Retention Task Force that considers known factors that contribute to attrition and 2.) Developing action plans that address each of those factors. Research indicates that teachers leave, in part, to low perceptions of many factors including: 1. Leadership 2. Recruiting program 3. Career Pathways 4. Compensation and Evaluation 5. School and District Operations 6. Professional Development 7. Staff Appreciation 8. Staff Recognition 9. Retention Program Monitoring and Evaluation Sample actions that will be recommended to the Retention Task Force include: 1. Provide leaders, at all levels, professional development opportunities that result in characteristics found in our Leadership Profile. 2. Explore compensation and evaluation models that are based on overall teacher effectiveness. 3. Implement, monitor, and evaluate with fidelity the Richardson Promotes Mentoring (RPM) Program. 4. Explore ways to communicate and educate RISD employees about career advancement opportunities. 5. Explore additional ways at the campus and district level to demonstrate staff appreciation and develop new ways to publically recognize more employees. Retention is a concept that should be addressed by various stakeholders and departments. For this reason, an underlying purpose of the Retention Task Force is to engage various stakeholders in an inclusive, collaborative problem-solving and decisionmaking process that addresses retention. Additional steps include disaggregating data to further understand why different position types separate from the district and analyze longitudinal trends. 11

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14 ADDENDUM A Richardson ISD Teacher Turnover Historical Data School Year RISD Data* School Year RISD TAPR Data** State TAPR Data** TBD*** TBD*** % TBD**** TBD**** *Data is reported by RISD and based on a September 1 Snapshot. **Data is reported in the Texas Academic Performance Report (TAPR) and based on the October PEIMS Snapshot. ***Data not reported by TEA until fall of 2014 in the Texas Academic Performance Report (TAPR) ****Data not reported by TEA until fall of 2015 in the Texas Academic Performance Report (TAPR) 13

15 ADDENDUM B Frequencies of reasons for separations as listed in the Notice of Resignation. Most Important Reason for Leaving RISD Regular Retirement with TRS (N = 83) Other Texas Public School (N = 81) Other Reason (N = 57) Career Advancement (N = 48) Accept Position Closer to Home (N = 42) Personal Reasons (N = 40) Stay Home With Child (N = 31) Family Related Reasons (N = 31) Unhappy with Job (N = 29) Moving (N = 29) Health Reasons (N = 28) Desire Greater Compensation (N = 24) Accept Non-Teaching Position (N = 18) Further Education (N = 15) Spoused Transferred (N = 11) Accept Another Position (N = 10) Accept Employment with Private School (N = 10) End of Assignment (N = 9) Procedural Termination (N = 7) Moving Out of State (N = 7) Non-Texas Public School (N = 6) Deceased (N = 5) Disability Retirement with TRS (N = 3) Certification Reason (N = 2) Walked off Job (N = 1) Position Eliminated (N = 1) Job Abandonment (N = 1) Family Hardship (N = 1) Illness in Family (N = 1) 5% 5% 5% 4% 4% 3% 2% 2% 2% 2% 1% 1% 1% 1% 1% 8% 7% 6% 6% 9% 13% 13% 5% 1 15% 14

16 ADDENDUM C The following data responds to a request for information on particular job types. The list of job types is not intended to be exhaustive. Job Type Number Employed Number of Turnover Rate Separations Campus Administrators % Central Administrators % Job Type Number Employed Number of Turnover Rate Separations Special Education - Central Support Special Education - Teachers % Note₁: Special Education - Central Support includes Administrators, Diagnosticians, Licensed Specialists in School Psychology, Program Specialists, Occupational Therapists, and Speech Therapists. Note₂: Special Education - Teachers does not include central-level special education teachers. Job Type Number Employed Number of Turnover Rate Separations Coaches % Note: Coaches are a subset of other position types. 15