RICHARDSON INDEPENDENT SCHOOL DISTRICT Where all students learn, grow and succeed. Retention Task Force Update May 4, 2015

Transcription

1 RICHARDSON INDEPENDENT SCHOOL DISTRICT Where all students learn, grow and succeed Retention Task Force Update May 4, 2015

2 Goal: The Retention Task Force is charged with developing a comprehensive retention plan that addresses our practices and processes and reflects our RISD Values. The Retention Task Force will: 1. Review and analyze retention data 2. Evaluate current retention strategies for present strengths, weaknesses, opportunities, and threats (SWOT) 3. Identify obstacles to retention that currently exist 4. Create a common vision for addressing retention across all departments 5. Prioritize goals related to retention 6. Identify immediate and future actions that address each attributive factor

3 Focus Staff is the primary focus of administration. Goal 3 RISD has high performing, student-focused teachers. Obj. 3 DIP: Improve retention of high-performing teachers. Priority Goal DIP: Develop and implement a plan to improve practices and processes to increase retention of high-performing teachers.

4 Who? All of us - teacher input drives the work When? Now - sense of urgency How? Collaboration grassroots effort Why? Students teachers have the greatest impact

5 Pre-Planning & Goal Setting Spring Review of Literature May 12 - BOT Goal Setting Steering Committee* Retention Task Force RTF Subcommittees Aug Establish Retention Task Force (RTF) goals and committee members Aug Hold RTF Planning session with Subcommittee Leads Sept Plan RTF Kickoff with Leads Sept Develop RTF Guiding Principles Dec Review RTF Subcommittees findings and next steps Feb. 3 - Review all action items (additional teachers added) April 13 - Review identified priority action items Sept Hold RTF Kickoff meeting Nov Present Subcommittee research findings Feb 26 - Solicit staff input via Special Edition RISD Notes on action items March 24 - Provide SAC Update May 4 - Provide BOT Update Spring RTF follow-up communication Fall Re-engage RTF to prioritize remaining recommendations Sept. 25 thru Nov. 13, Hold at least two meetings Jan Hold individual Subcommittee conferences with Leads April 6 - Review RTF Survey data and identify priority action items Teacher Focus Group Feb Conduct Focus Group meeting Surveys Nov. 6 - Fall RTF Survey Feb Spring RTF Survey * Comprised of SAC and Subcommittee Leads

6 Compensation and Evaluation Retention Program Monitoring and Evaluation Career Pathways Recruit to Retain Leadership Professional Development School & District Operations Staff Appreciation Staff Recognition

7 Leadership is critical to teacher retention efforts. Leaders must possess dynamic qualities to successfully face the challenges in today s educational environment. Qualities include the ability to: Lead with vision and align all practices with that vision Develop systems and think systemically Problem solve Implement change through knowledge of the change process Provide responsive instructional leadership and allocate appropriate resources

8 Staff members appreciate leaders who relate to and connect with them Staff members desire to be appreciated and treated as professionals Staff members want to be supported in their day-to-day jobs Staff members believe that leaders should be accountable to the staff (checks & balances) Staff members support robust training for leaders

9 RISD has responded urgently: Solicited a national expert on leadership development Developed a Leadership Profile Provided Summer Leadership Retreat to lay groundwork for Summer Leadership Conference Redefined Executive Director roles to focus on leadership development Provided leadership support to campuses with high turnover rates (Priority Campuses) Redefined Campus Administrator Meeting to focus on leadership Audited prospective leadership training models (Flippen Leadership Blueprint and McRel-Balanced Leadership Framework) Focused on the leadership domain in the campus administrator evaluation

10 Build leadership capacity Adopt a shared vision and model (common language) for leadership among all levels of the organization Provide ongoing leadership training for existing and future leaders Identify and mentor future leaders who reflect diversity Identify metrics to determine individual leadership capacity (strengths and weaknesses)

11 Research- Based Model Support Leadership Capacity Training Coaching

12 Phase 1 Provide leadership training that is grounded in research for existing and incoming central and campus administrators (e.g. Summer Leadership Retreat, McRel - Balanced Leadership, Flippen - Leadership) Include a trainer-of-trainer component Develop Professional Learning Communities (PLCs) that focus on leadership development for central and campus administrators Provide overview of District leadership model to Board members Provide professional learning on teacher retention from national experts for central and campus administrators (e.g. Richard Ingersoll, Jennifer Abrams)

13 Phase 2 and 3 (TBD) Identify leadership inventory survey that will help determine styles and strengths related to leadership (e.g. McRel Balanced Leadership) Provide training on a coaching model (e.g. Coaching for Results, Crucial Conversations, Critical Friends) to help leaders build collegiality, cooperation, communication, and shared decision making among staff Provide training on the Visioning Document (e.g. Visioning Institute Summer Conference, Impact on Student Learning) that supports transforming schools and districts to meet the diverse needs of a 21st century learner Provide refresher training on the district s strategic plan so that campus leaders and stakeholders understand the why, what and how of district initiatives

14 Phase 2 and 3 (TBD) Enhance training on effective development and implementation of Teacher Growth Plans that build teacher capacity and promote retention Create a media reference library for campus leaders and teachers designed to support best practices in areas such as student behavior and management Continue to participate in on-going action research related to teacher and staff retention

15 Although research indicates compensation does not directly correlate to retention, appropriate compensation can lead to increased teacher retention. Increasing compensation may also help improve the perception of the teaching profession and affect job satisfaction. Research indicates that evaluation systems must distinguish whether a teacher is effective or ineffective.

16 Staff members value: o o o o Compensation that is competitive with surrounding districts Equitable pay based on experience One-time payment for longevity with RISD Additional and increased stipends Staff members request increased contributions to employee health insurance Staff have mixed perspectives on pay-forperformance compensation plans with most favoring other methods of compensation

17 Ensuring excellence in fiscal responsibility Providing strategic approach to stipends (targeted areas of high need) Maintaining the Board s goal to remain at or above the midpoint with our benchmark districts compensation plans (using TASB and local data) Providing opportunities to earn additional income (summer school, Saturday school, evening events, etc.) Providing healthcare benefits competitive with our surrounding districts

18 Misinformation leads to existing perception(s) that: o Compensation fully addresses attrition o RISD does not currently have a performance-based compensation system o Surrounding districts pay significantly more (stipends and base pay) o Surrounding districts contribute more to healthcare benefits o Existing and new teachers make the same compensation o Performance-based compensation systems are desirable or undesirable Funding a tiered compensation system that supports Career Pathways Funding for stipends in all suggested areas

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20 Phase 1 Research various methods of compensation that are sustainable and meaningful to all staff Research methods of differentiated compensation Develop and distribute a survey to guide specific compensation research Note: The subcommittee has postponed recommendations on evaluation systems pending TEA NCLB Waiver.

21 Phase 2 and 3 (TBD) Make recommendations for employee compensation system in RISD Link recommendations to the employee evaluation system Implement, monitor and evaluate employee evaluation system/compensation system

22 A clear, delineated career pathway promotes increased job satisfaction when teachers believe they are advancing and growing as professionals, either within the classroom or within the education profession. Multiple career pathways and opportunities for professional growth must be identified, provided, and communicated throughout the organization.

23 Staff members want more information about job opportunities and career pathways Staff members are interested in special assignments (e.g. internships) Staff members are interested in tiered career pathways tied to compensation

24 RISD provides multiple opportunities for growth Aspiring Administrator Academy 21 st Century Learning AP Academy (focus on Visioning document) Future Leaders Academy (teachers seeking leadership roles) Grow Your Own Programs (Open Offer of Employment) o Early Teaching Internship (ETI) o Professional Internship Program (PIP) o Super SAC o Top 10 Enhancing communication regarding opportunities for growth Funding for internships or compensated tiered career pathways

25 Research Communicate Expand Compensate

26 Phase 1 Enhance communication regarding job vacancies Enhance communication regarding career pathway options (e.g. comprehensive career pathways list and videos on roles and responsibilities) Develop a Career Pathways Day during which employees learn the roles and responsibilities of different positions Consider additional teacher career pathways and compensation models based on roles and responsibilities (e.g. Interns, Mentors, Instructional Specialists) Consider additional administrative career pathways and compensation models based on roles and responsibilities (e.g. Interns, Associate Principals, Deans of Instruction)

27 Phase 2 Facilitate an Education Fair that includes Higher Education Institutes in North Texas to provide information about degree and certification programs Provide opportunities for exceptional teachers to enter a Special Assignment Program to explore different positions within RISD (e.g. Administration Intern, Curriculum Specialists, Counselors, etc.)

28 Targeted professional development for new and experienced teachers is crucial to creating a support system that leads to increased retention. The support system must address areas such as mentoring, training on classroom management, providing opportunities to collaborate (such as within a PLC framework), etc. District and campus expectations related to professional development must be communicated in a clear and timely manner.

29 Staff members want enhanced professional development content, relevancy, options and delivery methods Staff members desire flexibility in scheduling and more choice in options Honoring staff members time is important Note: Comments reflect a need for clarification about requirements and limitations.

30 Chief Executive Director aligning K-12 professional development with best practices (content and delivery) Professional development driven by student and teacher instructional needs New Teacher Welcome Week aligned to support new teachers (novice and experienced) In-house content experts committed to supporting teachers and providing tailored training Richardson Promotes Mentoring Program (RPM) designed to ensure support for 1 st and 2 nd year new teachers and honor mentors by providing a stipend Numerous professional development session of high quality available Off-duty professional development honored Culture of high expectations for quality professional development

31 Messaging the connection of Professional Development to Vision 2020 Providing professional development delivery methods that mirror the District s expectations of teachers Implementing a coaching and training model that supports teacher development Communicating clearly articulated professional development expectations in one resource accessible online Finding Time to train everyone on everything Providing flexible scheduling while ensuring responsiveness to student data and identified needs Building professional development strands to enhance continuity and spiraled learning Monitoring to ensure that professional development leads to immediate implementation in the classroom

32 Evolution to Achieve SYNERGY Communication Time Support Delivery Opportunity Follow Up

33 Phase 1 Create a comprehensive Professional Development Handbook that clarifies district requirements and options Expand professional development opportunities Expand professional development delivery methods (e.g. blended learning and flipped instruction differentiated by experience levels) Adopt a coaching and training model for specialists (central and campus based) Continue to evaluate the effectiveness of the RISD Teacher Welcome Week and other professional development

34 Phase 2 and 3 (TBD) Develop an improved evaluation tool to assess professional development s influence on classroom instruction and student performance Adopt one PreK-12 PLC model that include collaboration protocols and provide continuous training Provide time within the school day for mentors and mentees to collaborate Provide leadership training to teacher leaders (e.g. Department Chairs, Grade Level Leads,) to support them in leading cultural and generational diverse teams Create a Professional Development scholarship for teachers to support funding for National and State conferences that support our district initiatives Create a teacher reflector group to give feedback on RISD's Professional Development requirements and Professional Development delivery methods

35 Appreciation and recognition for excellent performance are key elements of an employee s job satisfaction. Appreciation typically occurs in informal ways throughout the year. Recognition is a more formalized individual acknowledgment at the campus or district level. The proposed actions are designed to increase retention and job satisfaction.

36 Staff members believe recognition and appreciation activities positively impact morale Staff members believe campus leadership is critical in establishing positive school culture, climate and morale Staff members value awards and perks Staff members believe support staff should be included in recognition and appreciation activities Staff believe that although recognition and appreciation are impactful, leadership makes a greater difference

37 Recognition programs offered in RISD o o o o o o STAR Teacher RISD Teacher of the Year Monthly Board recognitions Campus-based recognitions STEM Awards Fujitsu Trailblazer Awards o o o o REA Awards & Scholarships RESSA Awards & Scholarships EIE Grant Awards EIE Elementary & Secondary Administrator of the Year Award Campus Improvement Plans inclusive of appreciation and recognition activities Specific campus budget line items which support teacher recognition and appreciation activities Campus Climate Survey soliciting teacher s perspectives of recognition and appreciation

38 Expand appreciation and recognition activities o To include high-performing paraprofessionals and auxiliary staff o To identify more high-performing teachers Expand partnerships to support appreciation and recognition programs o Discount Cards o Scholarships o Other perks Identify reliable and proven metrics that assess the impact of recognition and appreciation activities on retention

39 Do we value what is believed to be important?

40 Phase 1 Assess the effectiveness of appreciation activities on campus culture and morale (within the CIP) Develop a RISD Longevity Award (e.g. Keeper of the Flame) that recognizes teachers with 10 years or more of classroom experience who exhibit Innovation, Inspiration, Inclusiveness, and Integrity in their classroom performance Develop a RISD Awards Card program that provides teachers with discounts at local businesses and restaurants Provide four $500 Support Staff Awards (e.g. Champion) to be presented in a public forum (e.g. faculty meeting, convocation, REA banquet)

41 Phase 2 and 3 (TBD) Develop a RISD Award that recognizes a teacher and staff member of-the-year from each campus at convocation Create a RISD webpage that lists all awards and scholarships for which staff can apply or be nominated and that lists current awardees Add a section to RISD Notes (e.g. Accolades, Shout Outs ) to recognize staff members from all schools and facilities for going above and beyond Facilitate a RISD Teacher Appreciation Day in May

42 Phase 2 and 3 (TBD) Create a Fall Carnival within each high school feeder pattern that promotes a sense of community among employees and their families Create a Super Teacher appreciation program in which a teacher, department, grade level or PLC can submit a learning experience that highlights or exemplifies transformation (e.g. technology integration, DI lesson, Enrichment cluster activity, PBLs) Enhance the appreciation clearinghouse of ideas, strategies and activities to support teacher retention

43 Operations at the campus and district level can impact job satisfaction. To provide an optimum working environment, leaders must plan for all aspects of operations through problem solving, shared decision-making, and systemic thinking.

44 Protecting teacher planning time is essential to retention efforts Communicating and providing feedback is critical to improving morale and teacher retention Improving and ensuring that technology is maintained and available is important

45 Providing A/C while staff members work is important, particularly during the week prior to the beginning of the year Targeted teacher support is important o Specialists to assist with behavioral issues o Staff to help with requirements/paperwork Revising employee transfer guidelines may increase retention Providing additional district child care would be appreciated and beneficial to staff members

46 Aligning our practices to ensure a culture of excellence where all students learn, grown, and succeed Providing attractive, well-maintained facilities Following long-range plans for facility and technology upgrades Enhancing safety and security

47 Communicating the why (belief statements) behind our practices, initiatives, Vision and Goals, profiles, etc. Effectively communicating non-negotiables that ensure teacher effectiveness and student success Understanding change (process vs. event) Funding for all of the wonderful ideas

48 Taking care of the TEAM

49 Phase 1 Ensure legal policies and guidelines regarding teachers planning time are followed Review employee transfer guidelines which require two years of service at a campus before qualifying for a transfer Provide transfer policy guidelines (new and/or revised) to new employees as part of the orientation process Provide air conditioning for teachers while they prep rooms for the school year Provide formal training on the development of master schedules Support principals in developing a school budget that supports district initiatives

50 Phase 2 Consider adding additional teacher allocation(s) for the District Daycare at Canyon Creek Elementary (or other location) Consider adding a District Daycare in the northeast attendance area (BHS feeder pattern)

51 Retaining highly qualified and highly effective teachers begins with proactive recruiting and hiring practices that identify candidates who best match the organization and are likely to remain employed within the district. Finding quality teachers in high-need areas, and in particular, finding experienced teachers for schools with high percentages of economically disadvantaged students, requires a focused effort.

52 Communication regarding performance expectations, professional development requirements, and campus demographics is important when recruiting and hiring new teachers Involving staff in the hiring process at the campus level strengthens collaboration and promotes retention Monitoring and holding principals accountable for hiring practices is essential Note: Responses indicate that participants generally had limited experience or knowledge of the role that recruiting efforts have on retention.

53 Define and communicate RISD expectations through profiles ostudent oteacher oleadership Include campus and district-level teachers and administrators in recruiting efforts Maintain a robust recruiting schedule Expand recruiting efforts (university partnerships) Monitor and evaluate applicant tracking system (Applitrack) to ensure effectiveness

54 Update marketing strategy for talent acquisition (mirror applicant behavior) o Brochures o Social media o Videos o Website Continue to align screening and interviewing with RISD Profiles Hire a diverse, high-performing staff to provide students with diverse perspectives Provide training so that campus-level interviews are highly-effective and reflect best practices

55 Recruiting Screening Interviewing RISD Teacher Profile

56 Phase 1 Provide training to ensure that recruiting, screening, interviewing and hiring align with the RISD Teacher Profile Create a marketing committee to enhance marketing efforts and identify trending communication methods (e.g. social media) Review Interviewing Hiring Practices (AppliTrack & Online Screener)

57 Phase 2 and 3 (TBD) Analyze retention strand items from the Campus Climate Survey Develop marketing materials for recruiters that speak directly to teacher support (e.g. Mentors and Instructional support) Establish a Novice Teacher Support Team at each campus to help new teachers with transition into the Richardson community (e.g. housing information, health, and local business discounts) Add HR annual reports disaggregated by teacher cohorts to determine effectiveness of recruiting and retention efforts Conduct specialized recruiting efforts for teachers with 5-10 years of experience

58 Research indicates that successful retention efforts require ongoing monitoring and evaluation. Note: James Holland and Jacob Cortez from the Accountability and Continuous Improvement Department served on this committee and assisted each subcommittee with research and in developing recommendations

59 The committees made numerous recommendations Recommendations must be prioritized Ongoing monitoring must occur once final recommendations are implemented

60 Executive Directors are actively engaged in monitoring retention Principals are committed to improving retention The perception that everything that matters can be measured Perception that everything that is measured, matters Metrics that accurately measure recommendations impact on retention

61 What gets monitored gets done. Rick Dufour

62 Determine how recommendations will be measured Analyze other relevant data o Teacher Attrition o Campus Climate Survey o Exit Survey o Richardson Promotes Mentoring (RPM) Survey

63 Develop a plan for executing all of Phase 1 recommendations Continue to prioritize remaining recommendations currently identified as Phase 2 and 3 (multi-year plan) with input from the RTF

64 Overarching Key Takeaways: A Retention Task Force with varied subcommittees was established to review staff retention and to make recommendations for improvement Staff members have provided thoughtful input on the retention recommendations and will continue to provide additional ideas Teachers leave for unique reasons - there is no silver bullet to improve retention Retention responsibility and ownership has expanded to include more stakeholders Focus on retaining high-performing staff must be continuous Subcommittee Key Takeaways: Leadership, Appreciation and Recognition are most critical to retaining staff Compensation is important but not the most significant factor to retaining staff Opportunities for career advancement are important to staff Professional development must be relevant and flexible Targeted teacher support is important Finding teachers who are the right fit leads to retention

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