包容性教师招聘和留用实践

INCLUSIVE TEACHER RECRUITMENTAND RETENTION PRACTICES 4 /ADDRESSING SHORTFALLSIN TEACHER STAFFING 6 /STRATEGY 1: DIVERSIFYTHE APPLICANT POOL 7 /STRATEGY 2: IMPROVEWORKPLACE CONDITIONS FORUNDERREPRESENTED TEACHERS 8 /STRATEGY 3: PROVIDEPROFESSIONAL SUPPORTS 9 /STRATEGY 4: MONITOR ANDIMPROVE SCHOOL CLIMATE 11 /STRATEGY 5: STRENGTHEN EQUITY-FOCUSED DISTRICT LEADERSHIP 12 /STRATEGY 6: FUND AND TRACKRETENTION EFFORTS 14 /RETENTION ASSESSMENTCHECKLIST 17 /ABOUT HANOVER RESEARCH INTRODUCTION K–12 education leaders have wrestled with teacher shortages and rising attritionrates for years. Enrollment in teacher preparation programs has been in steadydecline, and nearly half of all new teachers leave the profession within five years.Teachers of color account for only 20% of public-school teachers and are amongthose most likely to leave. While most education leaders recognize a linkbetween a diverse teaching force and positivestudent outcomes, achieving diversity is easiersaidthan done.Consequently,attractingand retaining teachers from different racial,ethnic, gender, ability, and age backgroundscontinues to prove difficult. To counter the overlappingcrises of the pandemic,stressful work environments,institutionalized inequities,and a shrinking pool ofapplicants, district leadersneed an intentional strategyto attract and retain a robustand diverse teaching staff. and struggling to retain and nurture the teachers who stay. This leaves districtleaders with a surge of exhausted and dissatisfied teachers — who continue to leavein droves. While district leaders continue to face a host of competing priorities, building a planto hire and retain a high-quality, diverse teacher workforce has never been morecritical. Using research-based strategies to mitigate turnover, this guide outlinesa comprehensive approach to rethinking teacher recruitment and retention. ADDRESSING SHORTFALLS IN TEACHER STAFFING Research shows that schools with diverse teaching staff who reflect the student population have betteracademic and disciplinary outcomes. Yet, an array of hurdles stand between most K–12 districts and amore inclusive teaching staff. Here are just a few of the issues districts must address when trying toachieve staffing diversity. A SHRINKING APPLICANT POOL Staffingshortages will likely continue as more teachers leave the profession and fewer teachercandidates enter the pipeline each year. Among millennials, a median student debt burden of $30,000may influence graduates’ willingness to pursue postsecondary training or to select careers with limitedearning potential. This leaves districts with a shrinking pool of qualified applicants, particularly in ruralareas, cities, and districts with high poverty and large minority populations. 83,946 The number of education degrees conferredby U.S. postsecondary institutions in 2019,compared to 101,716 in 2009 The percentage of school and district leaderswho struggled to find enough substitutesto cover teacher absences in 2021 CHALLENGING WORKING CONDITIONS For many teachers, the pandemic has meant longer hours, heavier workloads, and the ongoing stress ofkeeping themselves and their students safe, often while juggling caregiving duties in their own families.As a result, teachers’ well-being has suffered, with burnout becoming a more significant concern andmany teachers questioning whether they can or want to continue teaching. The percentage of teachers who said theyenjoyed their jobs less in 2020 than in 2019 The proportion of teachers who say they arelikely to leave the profession, compared to 8%before the pandemic PRE-EXISTING INEQUITIES Despite incremental demographic changes, today’s teacher workforce is largely younger, white, andfemale. Teachers of color leave the profession at a higher rate and disproportionately work in higher-poverty districts with fewer resources and less administrative support. They also often feel pressure torepresent the needs of students of color but rarely receive compensation or recognition for this addedresponsibility. Non-binary staff also report feeling less respected in their schools, suggesting districtsneed to examine how they support employees based on gender identity or expression. The percentage of Black staff who agree thattheir districts treat staff with respect, comparedto nearly 80% of Asian, Hispanic, and white staff The percentage of non-binary staff who agreethat their schools treat staff with respect,compared to 90% of female and male staff INCLUSIVE HIRING AND RETENTION PRACTICES Fortunately, research-based best practices exist for districts to counter staffing shortages and inclusivitychallenges. District and school leaders can exercise intentional recruitment strategies, provide ongoingsupport for teachers, bolster a positive and inclusive climate, fund retention efforts that support adiverse staff, and establish a data-driven accountability system to monitor progress. STRATEGY 1: DIVERSIFY THE APPLICANT POO